Sprouting Change: Carla's Mission to Support Dyslexia in Latino Children

🧠✨ EPISODIO IMPERDIBLE de Que Pasa Boston con Carla Small
En este episodio transformador, conversamos con la extraordinaria Carla Small sobre los desafíos únicos de la dislexia y cómo está revolucionando el apoyo educativo en nuestra comunidad latina de Boston.
🎯 Descubre:
• Estrategias innovadoras para superar las dificultades de aprendizaje
• Recursos bilingües para familias hispanas con hijos disléxicos  
• Métodos educativos que están cambiando vidas en Massachusetts
• Herramientas prácticas para padres y educadores
Carla nos comparte su enfoque revolucionario que está ayudando a estudiantes latinos a brillar académicamente, rompiendo barreras del idioma y transformando desafíos en fortalezas.
¿Conoces a alguien que necesita escuchar esta conversación? ¡Compártela! 
#QuePasaBoston #Dislexia #EducacionBilingue #ComunidadLatina #Boston #AprendizajeDiferente #Innovacion #Educacion #RecursosEducativos #FamiliasLatinas #Massachusetts #InclusionEducativa #Superacion #Exito #CarlaSmall #QPB #DificultadesAprendizaje #Neurodiversidad #EducacionEspecial #ComunidadHispana
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**English Version:**
🧠✨ MUST-LISTEN Que Pasa Boston episode featuring Carla Small
In this transformative episode, we sit down with the remarkable Carla Small to discuss dyslexic challenges and how her groundbreaking approach is revolutionizing educational support for our Latino community in Boston.
🎯 Learn about:
• Innovative strategies for overcoming learning differences
• Bilingual resources for Hispanic families with dyslexic children
• Educational methods that are changing lives across Massachusetts  
• Practical tools for parents and educators
Carla shares her revolutionary approach that's helping Latino students excel academically, breaking down language barriers and turning challenges into strengths.
Know someone who needs to hear this conversation? Share it with them! 
#QuePasaBoston #Dyslexia #BilingualEducation #LatinoCommunity #Boston #LearningDifferences #Innovation #Education #EducationalResources #LatinoFamilies #Massachusetts #EducationalInclusion #Overcoming #Success #CarlaSmall #QPB #LearningChallenges #Neurodiversity #SpecialEducation #HispanicCommunity #LearningSupport #EducationalEquity #CommunityResources #AcademicSuccess #DyslexiaAwareness
**SEO/AEO Strategy Notes:**
- Used location-based keywords (Boston, Massachusetts)
- Included demographic targeting (Latino, Hispanic community)
- Mixed English/Spanish for broader reach
- Used trending education hashtags
- Incorporated accessibility and inclusion terms
- Added question format to encourage engagement
- Structured with bullet points for better readability
- Used emojis strategically for algorithm favor​​​​​​​​​​​​​​​​

Episode Transcript

Speaker 1 (00:00):
Whenas yas Boston come, Staneste Mingo, it's such a great
pleasure for me to share excellent information that I'm sure
as you or as I feel sometimes as a parent,
you're going to be very interested in the topic that
we have today, Mama. More important that we need to
hear these stories. We need to hear what's happening with

(00:22):
our children's education, the upbringing, what we're doing as parents.
And here you are at KEPASA Boston to learn more,
so you can have a leg up and you can
have all the education and information needed and the resources
for you to be a better human being, to cooperate
with our community to become a better person, and to

(00:45):
share this with others that might find this resourceful. And
today our friend Carla Small is here with us. Carla,
welcome to KAPASA Boston.

Speaker 2 (00:57):
It'd be so nice to see you, and thank you
so much for having me.

Speaker 3 (01:00):
It's an honor to be here. I'm really excited.

Speaker 1 (01:02):
Quess sure, Carla, you come to me because my friend
Sophia at the Mass Innovation Network has referred me to you,
and guys, you have to pay attention to this conversation
because it touches me personally, Carla, you have been an

(01:22):
innovator and entrepreneur, but I want to know where do
you come from.

Speaker 2 (01:27):
That's a great question. I think if I think about
what's most important to me and what I'm about, I
would say that first and foremost, I'm a mom. And
even if I reflect back on what I did before
I was a mom, in all of my work professionally
and my volunteer work, I was always focused on the
wellbeing of children and women. And in my first job,

(01:51):
I worked at a company called Work Family Directions, which
is a Boston based company that grew to be quite successful,
and we were based only helping employees of big companies
find childcare and elder care. And then I went to
Harvard Business School and after that I was doing healthcare consulting,

(02:14):
which led me to my job where I was at
Boston Children's Hospital, and there I was running the accelerator
for digital health innovations. And we're in Boston. Most people
don't even know that exists, but there are eighty people
there that are focused on taking the ideas of the
doctors and nurses and researchers and spinning out new ventures.

(02:36):
And it's all about taking their ideas and getting them
out of the labs and into the world because they're
such great innovations. And so while I was there, I
had thirty projects in the portfolio that I was managing,
but there was always one that really pulled on my heartstrings,
and that was an innovation that was created by a

(02:57):
neurocognitive researcher there. Her name is Nadine Gobb and the
technology basically can identify whether a child will have issues
with reading, things like dyslexia even before they learned to read.

Speaker 1 (03:12):
Oh my goodness, Yeah, that is fantastic. Yeah, imagine how
much you can impact somebody's life just knowing ahead of time.

Speaker 2 (03:20):
Absolutely, think of the power if I said to you, Gabby,
you know you have a five year old and I
can tell you they haven't started reading yet, but I
can tell you should worry and we need to give
them extra instruction because they're going to have some trouble.
So anyway, that pulled at my heart strengths because going
back to my comment about being a mom first and foremost,
I have three wonderful children, but one of my children,

(03:42):
my youngest Matthew, took a different pathway on the learning journey.
Because he has dyslexia. But he was diagnosed when he
was eight. But as a mom, I could have told
you when he was three.

Speaker 1 (03:54):
What was that? Like, let's just imagine in for the audience, like,
let's just think about what the everyday activities are with
our children. How can we even notice it?

Speaker 3 (04:06):
Yeah?

Speaker 2 (04:07):
Well, you know, one thing I would say is trust
your instincts always. And we hear this often from parents'
moms especially. They'll come to us and they're like, something's
just not right right. And in my case, Matthew was
my third so I could see he was learning differently.
So when he was.

Speaker 1 (04:25):
When you say learning differently, what does that mean? Yeah?

Speaker 3 (04:28):
Well, he was super smart.

Speaker 2 (04:31):
He could watch a science show and then turn around
and tell you all about, you know, how the Earth
was formed and what black holes are when he.

Speaker 3 (04:39):
Was three and four years old.

Speaker 2 (04:41):
But if you asked him to say the alphabet or
name his colors, he just couldn't do it. And he
had trouble with memory issues too. He had trouble like
remembering his friend's names if he'd played with them. He
didn't remember his birthday, which I thought, maybe sometimes you
don't know when your children are young. I thought it

(05:02):
might be fooling around with me. But after a couple
of years and not knowing on your birthdays, most kids and.

Speaker 1 (05:08):
They know what's funny. My daughter was pretty much the same.
She's very smart insantain areas, but when it comes to
the reading and math, that will be very hard for her.
And it was not that she didn't understand. It was
more like, Mom, it's just like the numbers don't make sense.
Little comments like that that I started catching up onto

(05:30):
that I was like, ah, this is different exactly.

Speaker 2 (05:34):
And often these kids, children with dyslexia often have very
strong verbal skills, so it can be masked, so they
can be you know that they can. You can have
little Viola in the front of the classroom answering all
the questions, sitting there as a kindergarten eagerly involved and engaged.
But when you ask her to start writing and reading,
she has a hard time hearing the sounds and the words.

(05:55):
She has a hard time maybe even writing her own name.

Speaker 1 (05:57):
What's knowing because you're explaining these as you know, trouble hearing.
Some people may say like, well, it's probably something with
their ears. No, No, this is with the brain.

Speaker 2 (06:09):
It is absolutely a neurocognitive issue. It's not with the vision.
That's another misconception. It's not by you're not flipping letters
and they're not jumping around on the page. It's not vision.
It's not hearing. It's in the brain. The brain is
wired differently, and where children have particular problems is actually
hearing the sounds in the words and how they come

(06:33):
together to make a word. So that's why rhyming Actually,
if your child is very young, like four years old,
three years old, it's an interesting sort of little mini
assessment because a child should be able to rhyme when
they're four years old. If they have trouble rhyming, it
may be because they don't hear that the end of
the word has a different sound and the end of

(06:55):
the word in cat is actually the same end of
the word as in bat, but they can't actually discern
that the way their brain is working. And so rhyming
is an early milestone that we look for, and we
have a whole host of milestones that we look for,
and if a child, the thing that's really important to
understand is it's it's not a bad thing to learn

(07:16):
that your child has dyslexi. It's actually good thing you
want to learn early because we know if you find
out early and you give them good instruction, all the
research shows these children will learn how to read. They
need good instruction, and you want to find out early
early when the brain is you know, a little easier
to learn new things, Like we see that with learning languages.
Kids can learn languages faster when they're younger than when

(07:38):
they're older. The same is true with learning to read.
So the earlier we can find out if they might
have an issue, the better, and then we give them
good science backed instruction that's structured and you know, sequenced
in the right way for their brain development.

Speaker 1 (07:53):
So if we notice these things with our children, and
I am trying to rhyme with my kid and they're
having a little challenge, who do I call my PCP?

Speaker 2 (08:04):
Well, I would say called Sprout Labs.

Speaker 1 (08:06):
Yeah, okay, well that's good to know. Like who would
be the right person to assess because I remember going
through it with my daughter's school and the teachers were like, well,
we cannot diagnose it, and then the doctor was like,
well we cannot diagnose it. So I was like, I'm
in limbo here, trying to figure out where my kid
needs to go and where do I go.

Speaker 2 (08:26):
This is exactly where I was, and that's what I said.
I could I could tell there was something up at three,
but we couldn't. We didn't know until it was eight
and he got a formal neuropsychology evaluation, like a neuropsychological evaluation,
and those five years in between, probably like you, I
was like guessing, I need maybe I need a tutor,
maybe I need this. So that's why we built spro

(08:48):
Labs because there's nothing out there for families. I will
say to your question, who should you go to go
to your teacher? For sure, you want to talk to
your teacher. They have tools that they and they've seen
a lot of children, right so they know. But I
would say, if if your hunch is still there and
you're not getting what you need, do not ignore that.
You need to pursue that. And so Sprout Labs what

(09:08):
we've done is basically we've taken everything that I did
to help my child and put it into one place.
It's everything a family needs to make sure their child
learns how to read. It's science based, it's developmentally oriented
to how all the child is and most importantly, it's
built to fit into the lifestyle of a very busy family. Right.

Speaker 1 (09:28):
So you said that the teachers have seen a lot
of children. How many children or how many people have dyslexia.

Speaker 2 (09:36):
It's a great question. It's so much more prevalent than
people realize. One in five in the population have symptoms
of dyslexia. Yeah, it's a lot. So in a typical
classroom of you know, twenty kids, you're going to have
two four kids in that classroom.

Speaker 1 (09:50):
So I've never been diagnosed, but I know I have dyslexia.
All that research, all the stuff that I have done,
especially after I you know, I've been deal with my daughter.
I know I have it. Does that mean that it's
a generational thing that I pass it into her?

Speaker 2 (10:07):
It's a really good question. Yes, if you have dyslexia
in the family, you yourself, your spouse, your siblings, your
children have a one and two chance.

Speaker 3 (10:16):
That they will have dyslexia.

Speaker 2 (10:17):
It's highly prevalent and determined through.

Speaker 1 (10:21):
Well, I don't feel bad because Richard Branswin is dyslexico. Okay,
can turn out to be Okay.

Speaker 2 (10:25):
Well, I was going to say, Gabby, the fact that
you think of dyslexia, it's just a tribute to what
a gift it can be as well in terms of
people have wonderful talents. Yeah, and that's why I say
it's not a bad thing to know that your child
has dyslexia. It's a bad thing to know they have
dyslexia and not help them with reading. Reading is so
important in life, you can't you can't forever over estimate

(10:47):
like how important that is for their learning journey and
their trajectory. And you know, there are so many sad
stories of these families of kids that we talked to
when the kids are much older. And what happens is
if a child gets behind, you know, they start to
feel like less confident and self esteem is derived from
confidence plus confidence, right, and these kids start to lose

(11:10):
confidence and then you start to see a role.

Speaker 1 (11:13):
That's exactly what has happened with my daughter. And I
can only imagine the people that are listening to us
are probably they feel the same way. You're like, Oh,
if I had known, I could have avoided so many heartaches,
because you know, at some point my daughter was feeling
like she was not enough. She's like, so my teacher
won't expect so much from me, and they make me

(11:34):
feel like I'm not worth it or I'm not enough
for this class, and then she ended up like trying
not to go to school and with headaches and stomach
aches that you know was just the excuse to not
feel embarrassed.

Speaker 2 (11:47):
That's exactly right. I heard someone say once it's better
to be funny than to be dumb. So sometimes those
kids become like the class clowns. There's a higher drop
outrate of these kids because of exactly what you're pointing out.
But you know, as you were saying, your daughter is
smart and capable, right, So I think as a parent,
and my experience being the parent of a child with dyslexia,

(12:11):
as you really want to emphasize what they're good at. Right,
My son was great at science. He was great at
drawing and design and creating legos and things like that.

Speaker 3 (12:18):
So we always.

Speaker 2 (12:19):
Reinforce that in a very positive way. But it's also
very important at the same time make sure they are
learning to read. And you know, I think people don't
realize you have to teach reading. You can talk in
front of a child and they'll learn how to talk.

Speaker 1 (12:31):
But what happens to somebody like us that in my case,
I speak two three languages or sometimes. And you know,
dyslexia is what in all languages? Does it come in
shape and forms?

Speaker 2 (12:46):
It's a good question. So dyslexia is a function of
two things. How their brain is wired and a child's
brain is wired differently and adult's brain is wired differently
if they have dyslexia. And my co founder of the company,
doctor Nadine Gubb, she actually has done functional MRIs on
infants and she can show you that it starts very

(13:07):
very young and potentially even.

Speaker 1 (13:09):
How does that look like? I mean, like what would
be the difference between one normal brain or call normal
whatever is normal?

Speaker 2 (13:15):
Well, right, a typical brain, Well, there are sort of
three centers of the brain that you deploy to read
and their wiring just may work differently, like it make
it take a different path, you know than that. But
the thing is that you really want to identify those
kids when they're young, because you can learn to talk
without instruction, but you can't learn to read without instruction.

(13:37):
And a child with dyslexia just needs more, more practice,
more dosing, I would say, so when they need good
sequenced instruction.

Speaker 1 (13:46):
It's funny you say that, because last night I was
at a conference with a fellow Harvard University alumni from Spain.
He presented something that it was part of the neuroscience
and left brain versus a right brain, and we were
doing an exercise on how you can read the colors

(14:07):
even though they're in different colors. You know the exercise, Yes,
and then you have to read it backwards and then
you have to read that to say, actually the color
that you're looking at, but it spells a different color
on the word. It gets troublesome. So when you do
that exercise, imagine if you're dyslexic, where the heck do

(14:28):
you go from there? Right?

Speaker 2 (14:29):
Like?

Speaker 1 (14:30):
How does the brain Like are you dealing with that
left sided issue with your brain when you're dyslexic or
is it more of the right side well, or is
it both?

Speaker 3 (14:41):
Yeah, I'm not the scientist.

Speaker 2 (14:43):
I don't know all the details, but I know what
I have learned is it's these three areas of the
brain that I talked about that are important are all
on the left side of the brain.

Speaker 1 (14:51):
I figured, Yeah, okay, and when you go to your
side or to your app what is the expectation, like
for us as parents, like we go in there and
how can we get our children to interact with it
because a lot of them are like, oh, another thing,
like we're going to try it again and like I'm fine,
and they don't want to deal with tests. Yes, is

(15:12):
it fun?

Speaker 3 (15:13):
It's fun. It's a game.

Speaker 2 (15:14):
It's a game that was developed by experts at MIT
who are experts on how to motivate and engage young children.
And it's a game that they play and it builds right,
So it starts with skills that they probably have, so
they start to build confidence and they move along and
then it gets more challenging. It's a really nice balance
of challenge and fun.

Speaker 1 (15:32):
How did you get with these MIT people?

Speaker 2 (15:35):
This is what we did when we were Boston Children's
early days. We connected all so you as they're brilliant
at really knowing how to build a game that's just right.
You don't want to overdo it, especially with young children.
You can have cognitive overload, right, you want them to
be open to learning, and so you we have fun
characters that the kids come to love and then they
play the game, they make progression, they get rewards when

(15:57):
they finish certain sections of the game. The other thing
that we have it's a program. It's the game for
the child, but it's also for the parents. We have
a reading specialist who's basically on call to help them.

Speaker 3 (16:10):
Wow.

Speaker 2 (16:10):
And so you know, going back to my experience, I
would have killed for this, right because you know, for example,
I got the neuropsych exam, I get reports from school
that said these were the screener results. I don't understand them, right,
I'm a parent, I'm not a neuropsychologist. And so we
have reading experts who are on staff to help each family.
And what they do is they'll do that assessment and

(16:33):
evaluation of the child. First thing, they'll do this evaluation
and say this is where they're strong, this is where
we are weak. And they'll put together an action plan
that says, okay, based on your daughter's situation, this is
what we need to work on. And then they'll touch
base with the family every month and do a progress
monitoring so you'll know how are they progressing? Are they
doing okay? And so the combination of those three things,

(16:55):
the reading specialists, the evaluation, and the game for the
child really you on track.

Speaker 1 (17:01):
Okay. So once we enter into this app, you play
the game. How long is the game?

Speaker 2 (17:09):
Like?

Speaker 1 (17:10):
Can you play until what age? Is it something that
they're going to get bored? Because you know kids, their
attention spam is very very small. How do you keep
them so they can get the benefit of it?

Speaker 2 (17:21):
Right? Yeah, it's a great it's a great point. So
we are for ages four through eight. Okay, that's who
we help and the game keeps going. As I said,
so there's like, for example, there's a fun Ferris wheel.
It teaches kids how letters and sounds come together.

Speaker 1 (17:38):
Because you said something very special before we even got
on air. You said that by lingual kids can even
have a harder time because English bowels have different sounds
and the span. Can you just go back to that
so then people can imagine playing the game and then
now your kids are bi lingual, what the struggle will

(17:59):
be like.

Speaker 3 (18:00):
Well.

Speaker 2 (18:00):
I do think this is particularly powerful for families that
are speaking Spanish at home where the child is learning
English in school, because I think often what happens with
those children can be that those children get missed in
terms of potentially having issues that are not just a
function of learning two languages at once, but they may
have an underlying neurocognitive issue, right, And they may be

(18:21):
missed because everyone says, oh, well, of course they're a
little bit behind on this screener because they you know,
they're learning two languages.

Speaker 3 (18:29):
They'll be fine.

Speaker 2 (18:30):
And again I would say trust your intuition if you're
seeing other indications like they have troubled following directions or
they're having troubles, you know, even in Spanish, saying sort
of how things come together, like do they understand that
the M letter makes it sound right? That's important and
so sometimes these kids can be missed and it's important

(18:51):
I think to appreciate that. And the dyslexia is a
function of two things. One how the brain is wired,
so ay is there wired for dyslexia? And then the
other issue is the complexity of the language. And English
is a very complicated language, more complicated than Spanish. So
to your point, what you were saying is like, for example,

(19:13):
in Spanish, there five vowels, and typically those vowels make
one sound right, so a is ah whether you're saying
casa or papa or whatever. In English there are five vowels,
the same five vowels, but they can make over fifteen sounds,
and so you have to keep track of all of that.
You have to understand that it's very complicated. It's very complex, right,

(19:33):
A and kat sounds different than A and cake and father,
you know, so it can be sort of overwhelming. So
we think it's really important to start it with the
foundational skills first, the oral language. Then you build on
that letter names, letter sounds, and then you put it
all together and that.

Speaker 1 (19:50):
Is that game in both languages.

Speaker 3 (19:52):
No, it's only in English, okay, right now?

Speaker 1 (19:55):
Okay, so, but you have the interest of turning it
into more languages, right and eventually around the world. You
know how many people are using your own Yeah.

Speaker 2 (20:06):
We have a great experience with families for using it,
and many of them have been using it for months
and months and they're seeing such great success.

Speaker 1 (20:14):
That's amazing. I would love to hear a testimonial like
somebody that has used to it. Obviously you have it right,
but my daughter is pretty old now for that, so
she can't be playing. Yeah, but we did. I'm going
to have your son try it.

Speaker 3 (20:32):
I love it.

Speaker 2 (20:32):
We did just hear recently from a family that is
using SPRA labs and reading time used to just be
a battle. You know, he would cry and they would fight,
and they would say you have to read.

Speaker 3 (20:44):
And they just.

Speaker 2 (20:45):
Wrote us to say how joyful it is that they can.

Speaker 1 (20:47):
Soluss it for you to start a business or an
idea while taking care of your three kids.

Speaker 2 (20:54):
Yeah, well, you know, I am so passionate about this.
It's just I think what saddens me is when I
run into child upon child who's older who's struggling with reading,
and I know it doesn't have to be that way.
In fact, you can actually prevent dyslexia. You can prevent

(21:15):
it if you get to them early and give them
the instruction they should be reading. And so every child
that I see that didn't get that opportunity is to
me motivation.

Speaker 3 (21:25):
That we just you need to get out there. They've
got to get out there.

Speaker 2 (21:29):
This is a broken thing and we have a good
solution that's tailored to families and it just shouldn't be
this way. So I'm not done until we get to.

Speaker 1 (21:38):
And that's why you want that, Eddie.

Speaker 2 (21:40):
Yeah right, we did. It was great. It was a
really nice honor.

Speaker 1 (21:44):
So for those who don't know what and Eddie means
is one of the biggest awards that the Massachusetts Innovation
Network offers to their inventors or to their innovators. And
that's huge because you have to accomplish a whole set
of you know, programs. Right, what is it that you

(22:04):
have to go for?

Speaker 2 (22:06):
You know, they are so great because they have criteria
for acceptance and then it's such a supportive ecosystem. They
do so much for you afterwards too. It's just a
great community.

Speaker 1 (22:15):
How did you connect with them through children? Through children?

Speaker 2 (22:18):
They found us through children's Okay, do you have a
partner or is it just you a partner like with
your business? Oh so I co founded the company with
the two scientists that came up with the idea for
the original evaluation the assessment, and now are up and running.

Speaker 1 (22:34):
That is fantastic. And you're based here in Boston.

Speaker 3 (22:36):
We are based in Boston.

Speaker 1 (22:37):
So you're part of the entire evolution. Are you integrating
AI into your r We.

Speaker 2 (22:44):
Use voice which is really important. We use voice AI.
So it's very important to hear a child say the
words right, that's only you know, pointing and clicking isn't
enough in a game. We need to hear do they
understand the letter? Are they saying it the right way,
So we built say eye into the technology.

Speaker 1 (23:02):
How can a parent educate themselves besides the game, like
when you started to realize that your children needed some
sort of support when you're so busy and I just
speak by experience, because I'm sying a mom, right and
it's hard to keep up with everything that's happening, and

(23:23):
you get like an amount of emails of suggestions and
then your doctor sends you to different places, and how
do you keep up with the challenges of finding out
the steps that you need to take and also the
results of the game, and also you know, finding out
that they are not being bullied and that they are

(23:45):
making friends and they're feeling, you know, their self esteem
really high. Like it's so much.

Speaker 2 (23:51):
I agree. My heart goes out to moms today. It's
just so hard and.

Speaker 1 (23:56):
Dads too, because there's some dads are like also struggling
with that.

Speaker 2 (23:59):
It is I totally agree. I think, you know, the
school is a good partner for a parent because.

Speaker 1 (24:05):
Now you're working with the school system.

Speaker 2 (24:07):
We have worked with the school systems in the past extensively. Yeah,
So the assessment that we created at Boston Children's Hospital
is now sold to districts in states half the states
across the country, so it's really went national. But I
think it's important to partner with the schools because the
teacher or your child's teacher knows that child as well,
so always have a conversation with them and open and

(24:29):
supportive of what they're doing. I think that's a good
place to go. But I do think it helps to,
you know, keep an eye on other resources as well.

Speaker 3 (24:39):
If you suspect dyslexia.

Speaker 2 (24:41):
There are some wonderful organizations like the International Dyslexi Association
has a good website that helps you understand Understood. Dot
Org is another wonderful resource for parents.

Speaker 1 (24:51):
I follow an account on Instagram. It's called the University
of Dyslexia. Hmm interesting, Yeah, it's very interesting. Yeah, No,
there's some great resources. So yeah, and you know, I
think part of what we do we also have a
parent resource section as you're part of our community. Am
We're building community and we want parents to get actual information.

(25:12):
I will say the other thing that breaks my heart,
aside from seeing an older child with dyslex is seeing
people spend money on things that are not evness based
or science based. Because there's a lot of things out
there that aren't necessarily proven to work. Where can they
find you, Carla.

Speaker 2 (25:28):
Yeah, that's a good question. So we're on excuse me,
we're on sprout labs dot com and on Instagram and YouTube.

Speaker 3 (25:35):
We'll read with sprout labs excellent.

Speaker 1 (25:38):
And we're going to share that information on our screen
and our websites. Please people remember to get your facts right,
search for information. I am so pleased to have you here, Carla,
Thank you so much for dedicating this time with us.
I wish that we could stay here for hours and
hours to speak and continue the conversation because it's very important.

(26:01):
If you have any development, please come back let us know.
We'll be following your success and also all that amazing
thing that you're doing for our children. Yellow Savami handed
download that iHeart app and don't forget to select Kasa
Boston and select it as your favorite podcast and we'll
see everybody next Sunday. Gras Yas