Children’s book series highlights children with learning disabilities

Children’s book series highlights children with learning disabilities


>>>>>>WELCOME>>>WELCOME BACK.>>>WELCOME BACK.
IF>>>WELCOME BACK.
IF YOU>>>WELCOME BACK.
IF YOU ARE>>>WELCOME BACK.
IF YOU ARE SCROLLING>>>WELCOME BACK.
IF YOU ARE SCROLLING THROUGH IF YOU ARE SCROLLING THROUGH IF YOU ARE SCROLLING THROUGH
AMAZON, IF YOU ARE SCROLLING THROUGH
AMAZON, SEARCHING IF YOU ARE SCROLLING THROUGH
AMAZON, SEARCHING FOR IF YOU ARE SCROLLING THROUGH
AMAZON, SEARCHING FOR THE IF YOU ARE SCROLLING THROUGH
AMAZON, SEARCHING FOR THE BEST AMAZON, SEARCHING FOR THE BEST AMAZON, SEARCHING FOR THE BEST
PRIME AMAZON, SEARCHING FOR THE BEST
PRIME DAY AMAZON, SEARCHING FOR THE BEST
PRIME DAY DEALS, AMAZON, SEARCHING FOR THE BEST
PRIME DAY DEALS, WE AMAZON, SEARCHING FOR THE BEST
PRIME DAY DEALS, WE SEE AMAZON, SEARCHING FOR THE BEST
PRIME DAY DEALS, WE SEE YOU. PRIME DAY DEALS, WE SEE YOU. PRIME DAY DEALS, WE SEE YOU.
THROW PRIME DAY DEALS, WE SEE YOU.
THROW A PRIME DAY DEALS, WE SEE YOU.
THROW A FEW PRIME DAY DEALS, WE SEE YOU.
THROW A FEW BOOKS PRIME DAY DEALS, WE SEE YOU.
THROW A FEW BOOKS IN PRIME DAY DEALS, WE SEE YOU.
THROW A FEW BOOKS IN YOUR PRIME DAY DEALS, WE SEE YOU.
THROW A FEW BOOKS IN YOUR CART, THROW A FEW BOOKS IN YOUR CART, THROW A FEW BOOKS IN YOUR CART,
TOO. TOO. TOO.
A TOO.
A PROFESSOR TOO.
A PROFESSOR IS TOO.
A PROFESSOR IS USING TOO.
A PROFESSOR IS USING THE TOO.
A PROFESSOR IS USING THE THEME A PROFESSOR IS USING THE THEME A PROFESSOR IS USING THE THEME
OF, A PROFESSOR IS USING THE THEME
OF, TOOK A PROFESSOR IS USING THE THEME
OF, TOOK SUPERHEROES A PROFESSOR IS USING THE THEME
OF, TOOK SUPERHEROES TO A PROFESSOR IS USING THE THEME
OF, TOOK SUPERHEROES TO CREATE OF, TOOK SUPERHEROES TO CREATE OF, TOOK SUPERHEROES TO CREATE
A OF, TOOK SUPERHEROES TO CREATE
A LINE OF, TOOK SUPERHEROES TO CREATE
A LINE OF OF, TOOK SUPERHEROES TO CREATE
A LINE OF CHILDREN’S OF, TOOK SUPERHEROES TO CREATE
A LINE OF CHILDREN’S BOOKS OF, TOOK SUPERHEROES TO CREATE
A LINE OF CHILDREN’S BOOKS THAT A LINE OF CHILDREN’S BOOKS THAT A LINE OF CHILDREN’S BOOKS THAT
HIGHLIGHT A LINE OF CHILDREN’S BOOKS THAT
HIGHLIGHT THE A LINE OF CHILDREN’S BOOKS THAT
HIGHLIGHT THE SUPER A LINE OF CHILDREN’S BOOKS THAT
HIGHLIGHT THE SUPER SIDE A LINE OF CHILDREN’S BOOKS THAT
HIGHLIGHT THE SUPER SIDE OF HIGHLIGHT THE SUPER SIDE OF HIGHLIGHT THE SUPER SIDE OF
SOMETHING HIGHLIGHT THE SUPER SIDE OF
SOMETHING THAT HIGHLIGHT THE SUPER SIDE OF
SOMETHING THAT IS HIGHLIGHT THE SUPER SIDE OF
SOMETHING THAT IS OFTEN HIGHLIGHT THE SUPER SIDE OF
SOMETHING THAT IS OFTEN LOOKED SOMETHING THAT IS OFTEN LOOKED SOMETHING THAT IS OFTEN LOOKED
AT SOMETHING THAT IS OFTEN LOOKED
AT NEGATIVELY. AT NEGATIVELY. AT NEGATIVELY.
OUR AT NEGATIVELY.
OUR COMICS AT NEGATIVELY.
OUR COMICS EXPERT, AT NEGATIVELY.
OUR COMICS EXPERT, DESTINY OUR COMICS EXPERT, DESTINY OUR COMICS EXPERT, DESTINY
JOHNSON, OUR COMICS EXPERT, DESTINY
JOHNSON, HAS OUR COMICS EXPERT, DESTINY
JOHNSON, HAS THE OUR COMICS EXPERT, DESTINY
JOHNSON, HAS THE DETAILS. JOHNSON, HAS THE DETAILS. JOHNSON, HAS THE DETAILS.
>>JOHNSON, HAS THE DETAILS.
>>Reporter: JOHNSON, HAS THE DETAILS.
>>Reporter: DR. JOHNSON, HAS THE DETAILS.
>>Reporter: DR. TRACY JOHNSON, HAS THE DETAILS.
>>Reporter: DR. TRACY ALLOWAY>>Reporter: DR. TRACY ALLOWAY>>Reporter: DR. TRACY ALLOWAY
IS>>Reporter: DR. TRACY ALLOWAY
IS A>>Reporter: DR. TRACY ALLOWAY
IS A PROFESSOR>>Reporter: DR. TRACY ALLOWAY
IS A PROFESSOR OF>>Reporter: DR. TRACY ALLOWAY
IS A PROFESSOR OF PSYCHOLOGY IS A PROFESSOR OF PSYCHOLOGY IS A PROFESSOR OF PSYCHOLOGY
WHO IS A PROFESSOR OF PSYCHOLOGY
WHO TEACHES IS A PROFESSOR OF PSYCHOLOGY
WHO TEACHES IN IS A PROFESSOR OF PSYCHOLOGY
WHO TEACHES IN FLORIDA. WHO TEACHES IN FLORIDA. WHO TEACHES IN FLORIDA.
BUT WHO TEACHES IN FLORIDA.
BUT HER WHO TEACHES IN FLORIDA.
BUT HER NEWEST WHO TEACHES IN FLORIDA.
BUT HER NEWEST BOOKS WHO TEACHES IN FLORIDA.
BUT HER NEWEST BOOKS AIMED WHO TEACHES IN FLORIDA.
BUT HER NEWEST BOOKS AIMED AT BUT HER NEWEST BOOKS AIMED AT BUT HER NEWEST BOOKS AIMED AT
HIGHLIGHTING BUT HER NEWEST BOOKS AIMED AT
HIGHLIGHTING WHAT BUT HER NEWEST BOOKS AIMED AT
HIGHLIGHTING WHAT IS BUT HER NEWEST BOOKS AIMED AT
HIGHLIGHTING WHAT IS SPECIAL HIGHLIGHTING WHAT IS SPECIAL HIGHLIGHTING WHAT IS SPECIAL
AND HIGHLIGHTING WHAT IS SPECIAL
AND SUPER HIGHLIGHTING WHAT IS SPECIAL
AND SUPER ABOUT HIGHLIGHTING WHAT IS SPECIAL
AND SUPER ABOUT CHILDREN HIGHLIGHTING WHAT IS SPECIAL
AND SUPER ABOUT CHILDREN WITH AND SUPER ABOUT CHILDREN WITH AND SUPER ABOUT CHILDREN WITH
READING AND SUPER ABOUT CHILDREN WITH
READING DISABILITIES AND SUPER ABOUT CHILDREN WITH
READING DISABILITIES WILL AND SUPER ABOUT CHILDREN WITH
READING DISABILITIES WILL BE READING DISABILITIES WILL BE READING DISABILITIES WILL BE
TOUCHING READING DISABILITIES WILL BE
TOUCHING CHILDREN READING DISABILITIES WILL BE
TOUCHING CHILDREN NATIONWIDE. TOUCHING CHILDREN NATIONWIDE. TOUCHING CHILDREN NATIONWIDE.
>>TOUCHING CHILDREN NATIONWIDE.
>>I’M TOUCHING CHILDREN NATIONWIDE.
>>I’M REALLY TOUCHING CHILDREN NATIONWIDE.
>>I’M REALLY EXCITED TOUCHING CHILDREN NATIONWIDE.
>>I’M REALLY EXCITED TO TOUCHING CHILDREN NATIONWIDE.
>>I’M REALLY EXCITED TO BE>>I’M REALLY EXCITED TO BE>>I’M REALLY EXCITED TO BE
ABLE>>I’M REALLY EXCITED TO BE
ABLE TO>>I’M REALLY EXCITED TO BE
ABLE TO OFFER>>I’M REALLY EXCITED TO BE
ABLE TO OFFER THIS>>I’M REALLY EXCITED TO BE
ABLE TO OFFER THIS FOUR>>I’M REALLY EXCITED TO BE
ABLE TO OFFER THIS FOUR BOOK ABLE TO OFFER THIS FOUR BOOK ABLE TO OFFER THIS FOUR BOOK
SERIES. SERIES. SERIES.
THEY SERIES.
THEY ARE SERIES.
THEY ARE FOR SERIES.
THEY ARE FOR CHILDREN SERIES.
THEY ARE FOR CHILDREN AND SERIES.
THEY ARE FOR CHILDREN AND IT’S THEY ARE FOR CHILDREN AND IT’S THEY ARE FOR CHILDREN AND IT’S
MEANT THEY ARE FOR CHILDREN AND IT’S
MEANT TO THEY ARE FOR CHILDREN AND IT’S
MEANT TO KIND THEY ARE FOR CHILDREN AND IT’S
MEANT TO KIND OF THEY ARE FOR CHILDREN AND IT’S
MEANT TO KIND OF CAPTURE THEY ARE FOR CHILDREN AND IT’S
MEANT TO KIND OF CAPTURE THE MEANT TO KIND OF CAPTURE THE MEANT TO KIND OF CAPTURE THE
SUPERPOWER MEANT TO KIND OF CAPTURE THE
SUPERPOWER OR MEANT TO KIND OF CAPTURE THE
SUPERPOWER OR SUPER MEANT TO KIND OF CAPTURE THE
SUPERPOWER OR SUPER MEMORY SUPERPOWER OR SUPER MEMORY SUPERPOWER OR SUPER MEMORY
POWER SUPERPOWER OR SUPER MEMORY
POWER OF SUPERPOWER OR SUPER MEMORY
POWER OF KIDS SUPERPOWER OR SUPER MEMORY
POWER OF KIDS WITH SUPERPOWER OR SUPER MEMORY
POWER OF KIDS WITH LEARNING POWER OF KIDS WITH LEARNING POWER OF KIDS WITH LEARNING
DISABILITIES. DISABILITIES. DISABILITIES.
SPECIFICALLY DISABILITIES.
SPECIFICALLY DYSLEXIA, DISABILITIES.
SPECIFICALLY DYSLEXIA, ADHD, SPECIFICALLY DYSLEXIA, ADHD, SPECIFICALLY DYSLEXIA, ADHD,
AUTISM, SPECIFICALLY DYSLEXIA, ADHD,
AUTISM, AND SPECIFICALLY DYSLEXIA, ADHD,
AUTISM, AND ANXIETY. AUTISM, AND ANXIETY. AUTISM, AND ANXIETY.
OFTEN AUTISM, AND ANXIETY.
OFTEN TIMES AUTISM, AND ANXIETY.
OFTEN TIMES WE AUTISM, AND ANXIETY.
OFTEN TIMES WE FOCUS AUTISM, AND ANXIETY.
OFTEN TIMES WE FOCUS ON AUTISM, AND ANXIETY.
OFTEN TIMES WE FOCUS ON THE OFTEN TIMES WE FOCUS ON THE OFTEN TIMES WE FOCUS ON THE
DIFFICULTY. DIFFICULTY. DIFFICULTY.
BUT DIFFICULTY.
BUT THEY DIFFICULTY.
BUT THEY HAVE DIFFICULTY.
BUT THEY HAVE THESE DIFFICULTY.
BUT THEY HAVE THESE INCREDIBLE BUT THEY HAVE THESE INCREDIBLE BUT THEY HAVE THESE INCREDIBLE
SUPERPOWERS BUT THEY HAVE THESE INCREDIBLE
SUPERPOWERS AND BUT THEY HAVE THESE INCREDIBLE
SUPERPOWERS AND I BUT THEY HAVE THESE INCREDIBLE
SUPERPOWERS AND I WANTED BUT THEY HAVE THESE INCREDIBLE
SUPERPOWERS AND I WANTED TO SUPERPOWERS AND I WANTED TO SUPERPOWERS AND I WANTED TO
BRING SUPERPOWERS AND I WANTED TO
BRING THAT SUPERPOWERS AND I WANTED TO
BRING THAT TO SUPERPOWERS AND I WANTED TO
BRING THAT TO THE SUPERPOWERS AND I WANTED TO
BRING THAT TO THE FRONT. BRING THAT TO THE FRONT. BRING THAT TO THE FRONT.
>>BRING THAT TO THE FRONT.
>>Reporter: BRING THAT TO THE FRONT.
>>Reporter: DR. BRING THAT TO THE FRONT.
>>Reporter: DR. ALLOWAY BRING THAT TO THE FRONT.
>>Reporter: DR. ALLOWAY HAS>>Reporter: DR. ALLOWAY HAS>>Reporter: DR. ALLOWAY HAS
PUBLISHED>>Reporter: DR. ALLOWAY HAS
PUBLISHED NUMEROUS>>Reporter: DR. ALLOWAY HAS
PUBLISHED NUMEROUS PAPERS>>Reporter: DR. ALLOWAY HAS
PUBLISHED NUMEROUS PAPERS ON PUBLISHED NUMEROUS PAPERS ON PUBLISHED NUMEROUS PAPERS ON
EDUCATION PUBLISHED NUMEROUS PAPERS ON
EDUCATION AND PUBLISHED NUMEROUS PAPERS ON
EDUCATION AND LEARNING EDUCATION AND LEARNING EDUCATION AND LEARNING
DISABILITIES EDUCATION AND LEARNING
DISABILITIES IN EDUCATION AND LEARNING
DISABILITIES IN THE EDUCATION AND LEARNING
DISABILITIES IN THE LAST EDUCATION AND LEARNING
DISABILITIES IN THE LAST 15 DISABILITIES IN THE LAST 15 DISABILITIES IN THE LAST 15
YEARS DISABILITIES IN THE LAST 15
YEARS BUT DISABILITIES IN THE LAST 15
YEARS BUT NOTICED DISABILITIES IN THE LAST 15
YEARS BUT NOTICED THERE DISABILITIES IN THE LAST 15
YEARS BUT NOTICED THERE WAS DISABILITIES IN THE LAST 15
YEARS BUT NOTICED THERE WAS A YEARS BUT NOTICED THERE WAS A YEARS BUT NOTICED THERE WAS A
GAP YEARS BUT NOTICED THERE WAS A
GAP WHEN YEARS BUT NOTICED THERE WAS A
GAP WHEN IT YEARS BUT NOTICED THERE WAS A
GAP WHEN IT CAME YEARS BUT NOTICED THERE WAS A
GAP WHEN IT CAME TO YEARS BUT NOTICED THERE WAS A
GAP WHEN IT CAME TO RAISING YEARS BUT NOTICED THERE WAS A
GAP WHEN IT CAME TO RAISING THE GAP WHEN IT CAME TO RAISING THE GAP WHEN IT CAME TO RAISING THE
VOICES GAP WHEN IT CAME TO RAISING THE
VOICES OF GAP WHEN IT CAME TO RAISING THE
VOICES OF THE GAP WHEN IT CAME TO RAISING THE
VOICES OF THE CHILDREN VOICES OF THE CHILDREN VOICES OF THE CHILDREN
THEMSELVES. THEMSELVES. THEMSELVES.
SHE THEMSELVES.
SHE SET THEMSELVES.
SHE SET OUT THEMSELVES.
SHE SET OUT TO THEMSELVES.
SHE SET OUT TO CREATE SHE SET OUT TO CREATE SHE SET OUT TO CREATE
CHARACTERS SHE SET OUT TO CREATE
CHARACTERS CHILDREN SHE SET OUT TO CREATE
CHARACTERS CHILDREN CAN CHARACTERS CHILDREN CAN CHARACTERS CHILDREN CAN
IDENTIFY CHARACTERS CHILDREN CAN
IDENTIFY WITH CHARACTERS CHILDREN CAN
IDENTIFY WITH AND CHARACTERS CHILDREN CAN
IDENTIFY WITH AND OTHER IDENTIFY WITH AND OTHER IDENTIFY WITH AND OTHER
CHILDREN IDENTIFY WITH AND OTHER
CHILDREN COULD IDENTIFY WITH AND OTHER
CHILDREN COULD EASILY CHILDREN COULD EASILY CHILDREN COULD EASILY
UNDERSTAND, CHILDREN COULD EASILY
UNDERSTAND, TO CHILDREN COULD EASILY
UNDERSTAND, TO RAISE CHILDREN COULD EASILY
UNDERSTAND, TO RAISE AWARENESS UNDERSTAND, TO RAISE AWARENESS UNDERSTAND, TO RAISE AWARENESS
FROM UNDERSTAND, TO RAISE AWARENESS
FROM A UNDERSTAND, TO RAISE AWARENESS
FROM A CHILD’S UNDERSTAND, TO RAISE AWARENESS
FROM A CHILD’S PERSPECTIVE. FROM A CHILD’S PERSPECTIVE. FROM A CHILD’S PERSPECTIVE.
>>FROM A CHILD’S PERSPECTIVE.
>>THIS FROM A CHILD’S PERSPECTIVE.
>>THIS BOOK FROM A CHILD’S PERSPECTIVE.
>>THIS BOOK IS FROM A CHILD’S PERSPECTIVE.
>>THIS BOOK IS ABOUT FROM A CHILD’S PERSPECTIVE.
>>THIS BOOK IS ABOUT SAMMY, FROM A CHILD’S PERSPECTIVE.
>>THIS BOOK IS ABOUT SAMMY, A>>THIS BOOK IS ABOUT SAMMY, A>>THIS BOOK IS ABOUT SAMMY, A
LITTLE>>THIS BOOK IS ABOUT SAMMY, A
LITTLE BOY>>THIS BOOK IS ABOUT SAMMY, A
LITTLE BOY WITH>>THIS BOOK IS ABOUT SAMMY, A
LITTLE BOY WITH DYSLEXIA. LITTLE BOY WITH DYSLEXIA. LITTLE BOY WITH DYSLEXIA.
HE LITTLE BOY WITH DYSLEXIA.
HE IS LITTLE BOY WITH DYSLEXIA.
HE IS TASKED LITTLE BOY WITH DYSLEXIA.
HE IS TASKED TO LITTLE BOY WITH DYSLEXIA.
HE IS TASKED TO FIND LITTLE BOY WITH DYSLEXIA.
HE IS TASKED TO FIND THE LITTLE BOY WITH DYSLEXIA.
HE IS TASKED TO FIND THE FLAG. HE IS TASKED TO FIND THE FLAG. HE IS TASKED TO FIND THE FLAG.
SO, HE IS TASKED TO FIND THE FLAG.
SO, HE HE IS TASKED TO FIND THE FLAG.
SO, HE HAS HE IS TASKED TO FIND THE FLAG.
SO, HE HAS A HE IS TASKED TO FIND THE FLAG.
SO, HE HAS A HARD HE IS TASKED TO FIND THE FLAG.
SO, HE HAS A HARD TIME HE IS TASKED TO FIND THE FLAG.
SO, HE HAS A HARD TIME WITH HE IS TASKED TO FIND THE FLAG.
SO, HE HAS A HARD TIME WITH THE SO, HE HAS A HARD TIME WITH THE SO, HE HAS A HARD TIME WITH THE
MAP, SO, HE HAS A HARD TIME WITH THE
MAP, BUT SO, HE HAS A HARD TIME WITH THE
MAP, BUT THEN SO, HE HAS A HARD TIME WITH THE
MAP, BUT THEN THE SO, HE HAS A HARD TIME WITH THE
MAP, BUT THEN THE MAP SO, HE HAS A HARD TIME WITH THE
MAP, BUT THEN THE MAP GETS MAP, BUT THEN THE MAP GETS MAP, BUT THEN THE MAP GETS
BLOWN MAP, BUT THEN THE MAP GETS
BLOWN AWAY MAP, BUT THEN THE MAP GETS
BLOWN AWAY AND MAP, BUT THEN THE MAP GETS
BLOWN AWAY AND HIS MAP, BUT THEN THE MAP GETS
BLOWN AWAY AND HIS SUPER MAP, BUT THEN THE MAP GETS
BLOWN AWAY AND HIS SUPER MEMORY BLOWN AWAY AND HIS SUPER MEMORY BLOWN AWAY AND HIS SUPER MEMORY
POWER BLOWN AWAY AND HIS SUPER MEMORY
POWER IS BLOWN AWAY AND HIS SUPER MEMORY
POWER IS HIS BLOWN AWAY AND HIS SUPER MEMORY
POWER IS HIS PHOTOGRAPHIC POWER IS HIS PHOTOGRAPHIC POWER IS HIS PHOTOGRAPHIC
MEMORY.’S POWER IS HIS PHOTOGRAPHIC
MEMORY.’S VISUAL POWER IS HIS PHOTOGRAPHIC
MEMORY.’S VISUAL MEMORY. MEMORY.’S VISUAL MEMORY. MEMORY.’S VISUAL MEMORY.
WITHOUT MEMORY.’S VISUAL MEMORY.
WITHOUT THE MEMORY.’S VISUAL MEMORY.
WITHOUT THE MAP MEMORY.’S VISUAL MEMORY.
WITHOUT THE MAP HE MEMORY.’S VISUAL MEMORY.
WITHOUT THE MAP HE REMEMBERS WITHOUT THE MAP HE REMEMBERS WITHOUT THE MAP HE REMEMBERS
THESE WITHOUT THE MAP HE REMEMBERS
THESE LANDMARKS WITHOUT THE MAP HE REMEMBERS
THESE LANDMARKS AND WITHOUT THE MAP HE REMEMBERS
THESE LANDMARKS AND SAFELY WITHOUT THE MAP HE REMEMBERS
THESE LANDMARKS AND SAFELY GETS THESE LANDMARKS AND SAFELY GETS THESE LANDMARKS AND SAFELY GETS
EVERYBODY THESE LANDMARKS AND SAFELY GETS
EVERYBODY BACK THESE LANDMARKS AND SAFELY GETS
EVERYBODY BACK TO THESE LANDMARKS AND SAFELY GETS
EVERYBODY BACK TO CAMP. EVERYBODY BACK TO CAMP. EVERYBODY BACK TO CAMP.
IT EVERYBODY BACK TO CAMP.
IT ALSO EVERYBODY BACK TO CAMP.
IT ALSO HELPS EVERYBODY BACK TO CAMP.
IT ALSO HELPS THAT EVERYBODY BACK TO CAMP.
IT ALSO HELPS THAT I’VE EVERYBODY BACK TO CAMP.
IT ALSO HELPS THAT I’VE WORKED IT ALSO HELPS THAT I’VE WORKED IT ALSO HELPS THAT I’VE WORKED
IN IT ALSO HELPS THAT I’VE WORKED
IN A IT ALSO HELPS THAT I’VE WORKED
IN A CLINIC IT ALSO HELPS THAT I’VE WORKED
IN A CLINIC AND IT ALSO HELPS THAT I’VE WORKED
IN A CLINIC AND HAVE IT ALSO HELPS THAT I’VE WORKED
IN A CLINIC AND HAVE A IT ALSO HELPS THAT I’VE WORKED
IN A CLINIC AND HAVE A LOT IT ALSO HELPS THAT I’VE WORKED
IN A CLINIC AND HAVE A LOT OF IN A CLINIC AND HAVE A LOT OF IN A CLINIC AND HAVE A LOT OF
EXPERIENCE IN A CLINIC AND HAVE A LOT OF
EXPERIENCE DIRECTLY IN A CLINIC AND HAVE A LOT OF
EXPERIENCE DIRECTLY WORKING EXPERIENCE DIRECTLY WORKING EXPERIENCE DIRECTLY WORKING
WITH EXPERIENCE DIRECTLY WORKING
WITH THIS EXPERIENCE DIRECTLY WORKING
WITH THIS POPULATION. WITH THIS POPULATION. WITH THIS POPULATION.
I WITH THIS POPULATION.
I WANTED WITH THIS POPULATION.
I WANTED TO WITH THIS POPULATION.
I WANTED TO INFUSE WITH THIS POPULATION.
I WANTED TO INFUSE IT WITH THIS POPULATION.
I WANTED TO INFUSE IT IN WITH THIS POPULATION.
I WANTED TO INFUSE IT IN SOME I WANTED TO INFUSE IT IN SOME I WANTED TO INFUSE IT IN SOME
OF I WANTED TO INFUSE IT IN SOME
OF THE I WANTED TO INFUSE IT IN SOME
OF THE LANGUAGE I WANTED TO INFUSE IT IN SOME
OF THE LANGUAGE THAT I WANTED TO INFUSE IT IN SOME
OF THE LANGUAGE THAT THEY I WANTED TO INFUSE IT IN SOME
OF THE LANGUAGE THAT THEY WOULD OF THE LANGUAGE THAT THEY WOULD OF THE LANGUAGE THAT THEY WOULD
USE. USE. USE.
NOT USE.
NOT ONLY USE.
NOT ONLY HAVE USE.
NOT ONLY HAVE I USE.
NOT ONLY HAVE I WORK USE.
NOT ONLY HAVE I WORK WITH NOT ONLY HAVE I WORK WITH NOT ONLY HAVE I WORK WITH
CHILDREN NOT ONLY HAVE I WORK WITH
CHILDREN AND NOT ONLY HAVE I WORK WITH
CHILDREN AND PARENTS NOT ONLY HAVE I WORK WITH
CHILDREN AND PARENTS OF NOT ONLY HAVE I WORK WITH
CHILDREN AND PARENTS OF THOSE CHILDREN AND PARENTS OF THOSE CHILDREN AND PARENTS OF THOSE
WITH CHILDREN AND PARENTS OF THOSE
WITH DISORDERS CHILDREN AND PARENTS OF THOSE
WITH DISORDERS BUT CHILDREN AND PARENTS OF THOSE
WITH DISORDERS BUT I’VE CHILDREN AND PARENTS OF THOSE
WITH DISORDERS BUT I’VE WORKED WITH DISORDERS BUT I’VE WORKED WITH DISORDERS BUT I’VE WORKED
WITH WITH DISORDERS BUT I’VE WORKED
WITH NATIONAL WITH DISORDERS BUT I’VE WORKED
WITH NATIONAL ORGANIZATIONS, WITH NATIONAL ORGANIZATIONS, WITH NATIONAL ORGANIZATIONS,
LIKE WITH NATIONAL ORGANIZATIONS,
LIKE THOSE WITH NATIONAL ORGANIZATIONS,
LIKE THOSE THAT WITH NATIONAL ORGANIZATIONS,
LIKE THOSE THAT WORK WITH NATIONAL ORGANIZATIONS,
LIKE THOSE THAT WORK WITH WITH NATIONAL ORGANIZATIONS,
LIKE THOSE THAT WORK WITH ADHD LIKE THOSE THAT WORK WITH ADHD LIKE THOSE THAT WORK WITH ADHD
AND LIKE THOSE THAT WORK WITH ADHD
AND SO LIKE THOSE THAT WORK WITH ADHD
AND SO ON. AND SO ON. AND SO ON.
FOR AND SO ON.
FOR EXAMPLE, AND SO ON.
FOR EXAMPLE, CHARLIE, AND SO ON.
FOR EXAMPLE, CHARLIE, THE AND SO ON.
FOR EXAMPLE, CHARLIE, THE BOY FOR EXAMPLE, CHARLIE, THE BOY FOR EXAMPLE, CHARLIE, THE BOY
WITH FOR EXAMPLE, CHARLIE, THE BOY
WITH AUTISM, FOR EXAMPLE, CHARLIE, THE BOY
WITH AUTISM, SOME FOR EXAMPLE, CHARLIE, THE BOY
WITH AUTISM, SOME OF FOR EXAMPLE, CHARLIE, THE BOY
WITH AUTISM, SOME OF HIS WITH AUTISM, SOME OF HIS WITH AUTISM, SOME OF HIS
CONVERSATION WITH AUTISM, SOME OF HIS
CONVERSATION INVOLVES WITH AUTISM, SOME OF HIS
CONVERSATION INVOLVES HIM CONVERSATION INVOLVES HIM CONVERSATION INVOLVES HIM
TALKING CONVERSATION INVOLVES HIM
TALKING IN CONVERSATION INVOLVES HIM
TALKING IN THE CONVERSATION INVOLVES HIM
TALKING IN THE THIRD CONVERSATION INVOLVES HIM
TALKING IN THE THIRD PERSON TALKING IN THE THIRD PERSON TALKING IN THE THIRD PERSON
AROUND TALKING IN THE THIRD PERSON
AROUND HIS TALKING IN THE THIRD PERSON
AROUND HIS EMOTIONS. AROUND HIS EMOTIONS. AROUND HIS EMOTIONS.
SO AROUND HIS EMOTIONS.
SO HE AROUND HIS EMOTIONS.
SO HE WILL AROUND HIS EMOTIONS.
SO HE WILL SAY, AROUND HIS EMOTIONS.
SO HE WILL SAY, — AROUND HIS EMOTIONS.
SO HE WILL SAY, — HE AROUND HIS EMOTIONS.
SO HE WILL SAY, — HE HAS AROUND HIS EMOTIONS.
SO HE WILL SAY, — HE HAS A SO HE WILL SAY, — HE HAS A SO HE WILL SAY, — HE HAS A
HARD SO HE WILL SAY, — HE HAS A
HARD TIME SO HE WILL SAY, — HE HAS A
HARD TIME EXPRESSING SO HE WILL SAY, — HE HAS A
HARD TIME EXPRESSING HIS HARD TIME EXPRESSING HIS HARD TIME EXPRESSING HIS
EMOTIONS. EMOTIONS. EMOTIONS.
I EMOTIONS.
I WANTED EMOTIONS.
I WANTED TO EMOTIONS.
I WANTED TO INCLUDE EMOTIONS.
I WANTED TO INCLUDE THAT EMOTIONS.
I WANTED TO INCLUDE THAT IN EMOTIONS.
I WANTED TO INCLUDE THAT IN THE I WANTED TO INCLUDE THAT IN THE I WANTED TO INCLUDE THAT IN THE
BOOK I WANTED TO INCLUDE THAT IN THE
BOOK SO I WANTED TO INCLUDE THAT IN THE
BOOK SO THAT I WANTED TO INCLUDE THAT IN THE
BOOK SO THAT A I WANTED TO INCLUDE THAT IN THE
BOOK SO THAT A PARENT I WANTED TO INCLUDE THAT IN THE
BOOK SO THAT A PARENT WITH BOOK SO THAT A PARENT WITH BOOK SO THAT A PARENT WITH
THEIR BOOK SO THAT A PARENT WITH
THEIR OWN BOOK SO THAT A PARENT WITH
THEIR OWN CHILD BOOK SO THAT A PARENT WITH
THEIR OWN CHILD COULD BOOK SO THAT A PARENT WITH
THEIR OWN CHILD COULD SEE BOOK SO THAT A PARENT WITH
THEIR OWN CHILD COULD SEE THAT THEIR OWN CHILD COULD SEE THAT THEIR OWN CHILD COULD SEE THAT
CONVERSATION, THEIR OWN CHILD COULD SEE THAT
CONVERSATION, BUT THEIR OWN CHILD COULD SEE THAT
CONVERSATION, BUT ANOTHER THEIR OWN CHILD COULD SEE THAT
CONVERSATION, BUT ANOTHER CHILD CONVERSATION, BUT ANOTHER CHILD CONVERSATION, BUT ANOTHER CHILD
COULD CONVERSATION, BUT ANOTHER CHILD
COULD ALSO CONVERSATION, BUT ANOTHER CHILD
COULD ALSO UNDERSTAND CONVERSATION, BUT ANOTHER CHILD
COULD ALSO UNDERSTAND WHY CONVERSATION, BUT ANOTHER CHILD
COULD ALSO UNDERSTAND WHY SOME COULD ALSO UNDERSTAND WHY SOME COULD ALSO UNDERSTAND WHY SOME
OF COULD ALSO UNDERSTAND WHY SOME
OF THEIR COULD ALSO UNDERSTAND WHY SOME
OF THEIR PEERS COULD ALSO UNDERSTAND WHY SOME
OF THEIR PEERS THEY COULD ALSO UNDERSTAND WHY SOME
OF THEIR PEERS THEY TALK COULD ALSO UNDERSTAND WHY SOME
OF THEIR PEERS THEY TALK LIKE OF THEIR PEERS THEY TALK LIKE OF THEIR PEERS THEY TALK LIKE
THAT, OF THEIR PEERS THEY TALK LIKE
THAT, TOO OF THEIR PEERS THEY TALK LIKE
THAT, TOO WORK OF THEIR PEERS THEY TALK LIKE
THAT, TOO WORK EVEN OF THEIR PEERS THEY TALK LIKE
THAT, TOO WORK EVEN WITH OF THEIR PEERS THEY TALK LIKE
THAT, TOO WORK EVEN WITH THE THAT, TOO WORK EVEN WITH THE THAT, TOO WORK EVEN WITH THE
PUBLISHER, THAT, TOO WORK EVEN WITH THE
PUBLISHER, IT THAT, TOO WORK EVEN WITH THE
PUBLISHER, IT WAS THAT, TOO WORK EVEN WITH THE
PUBLISHER, IT WAS HARD THAT, TOO WORK EVEN WITH THE
PUBLISHER, IT WAS HARD TO PUBLISHER, IT WAS HARD TO PUBLISHER, IT WAS HARD TO
UNDERSTAND PUBLISHER, IT WAS HARD TO
UNDERSTAND SOME PUBLISHER, IT WAS HARD TO
UNDERSTAND SOME OF PUBLISHER, IT WAS HARD TO
UNDERSTAND SOME OF THE UNDERSTAND SOME OF THE UNDERSTAND SOME OF THE
DIFFICULTIES UNDERSTAND SOME OF THE
DIFFICULTIES THAT UNDERSTAND SOME OF THE
DIFFICULTIES THAT THESE UNDERSTAND SOME OF THE
DIFFICULTIES THAT THESE YOUNG DIFFICULTIES THAT THESE YOUNG DIFFICULTIES THAT THESE YOUNG
CHILDREN DIFFICULTIES THAT THESE YOUNG
CHILDREN WENT DIFFICULTIES THAT THESE YOUNG
CHILDREN WENT THROUGH. CHILDREN WENT THROUGH. CHILDREN WENT THROUGH.
SO CHILDREN WENT THROUGH.
SO ONE CHILDREN WENT THROUGH.
SO ONE OF CHILDREN WENT THROUGH.
SO ONE OF THE CHILDREN WENT THROUGH.
SO ONE OF THE GIRLS, CHILDREN WENT THROUGH.
SO ONE OF THE GIRLS, RUTHIE, SO ONE OF THE GIRLS, RUTHIE, SO ONE OF THE GIRLS, RUTHIE,
HAS SO ONE OF THE GIRLS, RUTHIE,
HAS ANXIETY. HAS ANXIETY. HAS ANXIETY.
THEY HAS ANXIETY.
THEY COULD HAS ANXIETY.
THEY COULD NOT HAS ANXIETY.
THEY COULD NOT UNDERSTAND HAS ANXIETY.
THEY COULD NOT UNDERSTAND HOW THEY COULD NOT UNDERSTAND HOW THEY COULD NOT UNDERSTAND HOW
IT THEY COULD NOT UNDERSTAND HOW
IT WOULD THEY COULD NOT UNDERSTAND HOW
IT WOULD BE THEY COULD NOT UNDERSTAND HOW
IT WOULD BE HARD THEY COULD NOT UNDERSTAND HOW
IT WOULD BE HARD FOR THEY COULD NOT UNDERSTAND HOW
IT WOULD BE HARD FOR HER THEY COULD NOT UNDERSTAND HOW
IT WOULD BE HARD FOR HER TO IT WOULD BE HARD FOR HER TO IT WOULD BE HARD FOR HER TO
GIVE IT WOULD BE HARD FOR HER TO
GIVE A IT WOULD BE HARD FOR HER TO
GIVE A SPEECH IT WOULD BE HARD FOR HER TO
GIVE A SPEECH IN IT WOULD BE HARD FOR HER TO
GIVE A SPEECH IN FRONT IT WOULD BE HARD FOR HER TO
GIVE A SPEECH IN FRONT OF IT WOULD BE HARD FOR HER TO
GIVE A SPEECH IN FRONT OF HER GIVE A SPEECH IN FRONT OF HER GIVE A SPEECH IN FRONT OF HER
CLASS. CLASS. CLASS.
IN CLASS.
IN THE CLASS.
IN THE BOOK, CLASS.
IN THE BOOK, SHE CLASS.
IN THE BOOK, SHE HAS CLASS.
IN THE BOOK, SHE HAS TO CLASS.
IN THE BOOK, SHE HAS TO GIVE CLASS.
IN THE BOOK, SHE HAS TO GIVE A IN THE BOOK, SHE HAS TO GIVE A IN THE BOOK, SHE HAS TO GIVE A
SPEECH, IN THE BOOK, SHE HAS TO GIVE A
SPEECH, AND IN THE BOOK, SHE HAS TO GIVE A
SPEECH, AND SHE’S IN THE BOOK, SHE HAS TO GIVE A
SPEECH, AND SHE’S NOT IN THE BOOK, SHE HAS TO GIVE A
SPEECH, AND SHE’S NOT ABLE IN THE BOOK, SHE HAS TO GIVE A
SPEECH, AND SHE’S NOT ABLE TO SPEECH, AND SHE’S NOT ABLE TO SPEECH, AND SHE’S NOT ABLE TO
DO SPEECH, AND SHE’S NOT ABLE TO
DO IT SPEECH, AND SHE’S NOT ABLE TO
DO IT BUT SPEECH, AND SHE’S NOT ABLE TO
DO IT BUT LATER SPEECH, AND SHE’S NOT ABLE TO
DO IT BUT LATER ON, SPEECH, AND SHE’S NOT ABLE TO
DO IT BUT LATER ON, SHE SPEECH, AND SHE’S NOT ABLE TO
DO IT BUT LATER ON, SHE GIVES DO IT BUT LATER ON, SHE GIVES DO IT BUT LATER ON, SHE GIVES
IT DO IT BUT LATER ON, SHE GIVES
IT TO DO IT BUT LATER ON, SHE GIVES
IT TO THE DO IT BUT LATER ON, SHE GIVES
IT TO THE TREE DO IT BUT LATER ON, SHE GIVES
IT TO THE TREE AND DO IT BUT LATER ON, SHE GIVES
IT TO THE TREE AND IS DO IT BUT LATER ON, SHE GIVES
IT TO THE TREE AND IS ABLE DO IT BUT LATER ON, SHE GIVES
IT TO THE TREE AND IS ABLE TO IT TO THE TREE AND IS ABLE TO IT TO THE TREE AND IS ABLE TO
REMEMBER IT TO THE TREE AND IS ABLE TO
REMEMBER EVERYTHING. REMEMBER EVERYTHING. REMEMBER EVERYTHING.
FOR REMEMBER EVERYTHING.
FOR THEM REMEMBER EVERYTHING.
FOR THEM IT REMEMBER EVERYTHING.
FOR THEM IT WAS REMEMBER EVERYTHING.
FOR THEM IT WAS A REMEMBER EVERYTHING.
FOR THEM IT WAS A LONG FOR THEM IT WAS A LONG FOR THEM IT WAS A LONG
CONVERSATION FOR THEM IT WAS A LONG
CONVERSATION TO FOR THEM IT WAS A LONG
CONVERSATION TO EXPLAIN FOR THEM IT WAS A LONG
CONVERSATION TO EXPLAIN THESE CONVERSATION TO EXPLAIN THESE CONVERSATION TO EXPLAIN THESE
DIFFICULTIES. DIFFICULTIES. DIFFICULTIES.
I DIFFICULTIES.
I FEEL DIFFICULTIES.
I FEEL IT DIFFICULTIES.
I FEEL IT IS DIFFICULTIES.
I FEEL IT IS SO DIFFICULTIES.
I FEEL IT IS SO IMPORTANT DIFFICULTIES.
I FEEL IT IS SO IMPORTANT THAT I FEEL IT IS SO IMPORTANT THAT I FEEL IT IS SO IMPORTANT THAT
PEOPLE I FEEL IT IS SO IMPORTANT THAT
PEOPLE UNDERSTAND I FEEL IT IS SO IMPORTANT THAT
PEOPLE UNDERSTAND THAT I FEEL IT IS SO IMPORTANT THAT
PEOPLE UNDERSTAND THAT IT’S I FEEL IT IS SO IMPORTANT THAT
PEOPLE UNDERSTAND THAT IT’S NOT PEOPLE UNDERSTAND THAT IT’S NOT PEOPLE UNDERSTAND THAT IT’S NOT
JUST PEOPLE UNDERSTAND THAT IT’S NOT
JUST THAT PEOPLE UNDERSTAND THAT IT’S NOT
JUST THAT SOME PEOPLE UNDERSTAND THAT IT’S NOT
JUST THAT SOME OF PEOPLE UNDERSTAND THAT IT’S NOT
JUST THAT SOME OF THESE PEOPLE UNDERSTAND THAT IT’S NOT
JUST THAT SOME OF THESE KIDS JUST THAT SOME OF THESE KIDS JUST THAT SOME OF THESE KIDS
DON’T JUST THAT SOME OF THESE KIDS
DON’T WANT JUST THAT SOME OF THESE KIDS
DON’T WANT TO JUST THAT SOME OF THESE KIDS
DON’T WANT TO DO JUST THAT SOME OF THESE KIDS
DON’T WANT TO DO IT, JUST THAT SOME OF THESE KIDS
DON’T WANT TO DO IT, IT JUST THAT SOME OF THESE KIDS
DON’T WANT TO DO IT, IT IS JUST THAT SOME OF THESE KIDS
DON’T WANT TO DO IT, IT IS JUST DON’T WANT TO DO IT, IT IS JUST DON’T WANT TO DO IT, IT IS JUST
THAT DON’T WANT TO DO IT, IT IS JUST
THAT IT DON’T WANT TO DO IT, IT IS JUST
THAT IT MAKES DON’T WANT TO DO IT, IT IS JUST
THAT IT MAKES IT DON’T WANT TO DO IT, IT IS JUST
THAT IT MAKES IT DIFFICULT DON’T WANT TO DO IT, IT IS JUST
THAT IT MAKES IT DIFFICULT FOR THAT IT MAKES IT DIFFICULT FOR THAT IT MAKES IT DIFFICULT FOR
THEM THAT IT MAKES IT DIFFICULT FOR
THEM TO THAT IT MAKES IT DIFFICULT FOR
THEM TO DO THAT IT MAKES IT DIFFICULT FOR
THEM TO DO THAT. THEM TO DO THAT. THEM TO DO THAT.
THAT THEM TO DO THAT.
THAT IS THEM TO DO THAT.
THAT IS REALLY THEM TO DO THAT.
THAT IS REALLY MY THEM TO DO THAT.
THAT IS REALLY MY GOAL. THAT IS REALLY MY GOAL. THAT IS REALLY MY GOAL.
THAT THAT IS REALLY MY GOAL.
THAT PEOPLE THAT IS REALLY MY GOAL.
THAT PEOPLE WOULD THAT IS REALLY MY GOAL.
THAT PEOPLE WOULD BE THAT IS REALLY MY GOAL.
THAT PEOPLE WOULD BE ABLE THAT IS REALLY MY GOAL.
THAT PEOPLE WOULD BE ABLE TO THAT PEOPLE WOULD BE ABLE TO THAT PEOPLE WOULD BE ABLE TO
HAVE THAT PEOPLE WOULD BE ABLE TO
HAVE A THAT PEOPLE WOULD BE ABLE TO
HAVE A GREATER THAT PEOPLE WOULD BE ABLE TO
HAVE A GREATER AWARENESS. HAVE A GREATER AWARENESS. HAVE A GREATER AWARENESS.
BUT HAVE A GREATER AWARENESS.
BUT ALSO, HAVE A GREATER AWARENESS.
BUT ALSO, ON HAVE A GREATER AWARENESS.
BUT ALSO, ON THE HAVE A GREATER AWARENESS.
BUT ALSO, ON THE BACK HAVE A GREATER AWARENESS.
BUT ALSO, ON THE BACK OF HAVE A GREATER AWARENESS.
BUT ALSO, ON THE BACK OF THE BUT ALSO, ON THE BACK OF THE BUT ALSO, ON THE BACK OF THE
BOOK BUT ALSO, ON THE BACK OF THE
BOOK I BUT ALSO, ON THE BACK OF THE
BOOK I GIVE BUT ALSO, ON THE BACK OF THE
BOOK I GIVE RESEARCH-BASED BOOK I GIVE RESEARCH-BASED BOOK I GIVE RESEARCH-BASED
MEMORY BOOK I GIVE RESEARCH-BASED
MEMORY CHIPS. MEMORY CHIPS. MEMORY CHIPS.
SO MEMORY CHIPS.
SO IF MEMORY CHIPS.
SO IF YOU MEMORY CHIPS.
SO IF YOU WANTED MEMORY CHIPS.
SO IF YOU WANTED TO MEMORY CHIPS.
SO IF YOU WANTED TO HAVE MEMORY CHIPS.
SO IF YOU WANTED TO HAVE BETTER SO IF YOU WANTED TO HAVE BETTER SO IF YOU WANTED TO HAVE BETTER
MEMORY SO IF YOU WANTED TO HAVE BETTER
MEMORY LIKE SO IF YOU WANTED TO HAVE BETTER
MEMORY LIKE THE SO IF YOU WANTED TO HAVE BETTER
MEMORY LIKE THE BOY SO IF YOU WANTED TO HAVE BETTER
MEMORY LIKE THE BOY WITH MEMORY LIKE THE BOY WITH MEMORY LIKE THE BOY WITH
DYSLEXIA, MEMORY LIKE THE BOY WITH
DYSLEXIA, HERE MEMORY LIKE THE BOY WITH
DYSLEXIA, HERE ARE MEMORY LIKE THE BOY WITH
DYSLEXIA, HERE ARE FIVE MEMORY LIKE THE BOY WITH
DYSLEXIA, HERE ARE FIVE THINGS DYSLEXIA, HERE ARE FIVE THINGS DYSLEXIA, HERE ARE FIVE THINGS
YOU DYSLEXIA, HERE ARE FIVE THINGS
YOU CAN DYSLEXIA, HERE ARE FIVE THINGS
YOU CAN DO. YOU CAN DO. YOU CAN DO.
I YOU CAN DO.
I WANTED YOU CAN DO.
I WANTED TO YOU CAN DO.
I WANTED TO BE YOU CAN DO.
I WANTED TO BE TWO YOU CAN DO.
I WANTED TO BE TWO FOLD. I WANTED TO BE TWO FOLD. I WANTED TO BE TWO FOLD.
ONE, I WANTED TO BE TWO FOLD.
ONE, THEY I WANTED TO BE TWO FOLD.
ONE, THEY WERE I WANTED TO BE TWO FOLD.
ONE, THEY WERE IN I WANTED TO BE TWO FOLD.
ONE, THEY WERE IN HIS I WANTED TO BE TWO FOLD.
ONE, THEY WERE IN HIS PIECE I WANTED TO BE TWO FOLD.
ONE, THEY WERE IN HIS PIECE BUT ONE, THEY WERE IN HIS PIECE BUT ONE, THEY WERE IN HIS PIECE BUT
ALSO ONE, THEY WERE IN HIS PIECE BUT
ALSO I ONE, THEY WERE IN HIS PIECE BUT
ALSO I WANT ONE, THEY WERE IN HIS PIECE BUT
ALSO I WANT CHILDREN ONE, THEY WERE IN HIS PIECE BUT
ALSO I WANT CHILDREN TO ONE, THEY WERE IN HIS PIECE BUT
ALSO I WANT CHILDREN TO SEE ALSO I WANT CHILDREN TO SEE ALSO I WANT CHILDREN TO SEE
THAT ALSO I WANT CHILDREN TO SEE
THAT THEY ALSO I WANT CHILDREN TO SEE
THAT THEY DO ALSO I WANT CHILDREN TO SEE
THAT THEY DO HAVE ALSO I WANT CHILDREN TO SEE
THAT THEY DO HAVE A ALSO I WANT CHILDREN TO SEE
THAT THEY DO HAVE A SUPERPOWER. THAT THEY DO HAVE A SUPERPOWER. THAT THEY DO HAVE A SUPERPOWER.
THEY THAT THEY DO HAVE A SUPERPOWER.
THEY WILL THAT THEY DO HAVE A SUPERPOWER.
THEY WILL BE THAT THEY DO HAVE A SUPERPOWER.
THEY WILL BE IN THAT THEY DO HAVE A SUPERPOWER.
THEY WILL BE IN BOOKSTORES THEY WILL BE IN BOOKSTORES THEY WILL BE IN BOOKSTORES
AROUND THEY WILL BE IN BOOKSTORES
AROUND THE THEY WILL BE IN BOOKSTORES
AROUND THE COUNTRY THEY WILL BE IN BOOKSTORES
AROUND THE COUNTRY AND THEY WILL BE IN BOOKSTORES
AROUND THE COUNTRY AND ALSO THEY WILL BE IN BOOKSTORES
AROUND THE COUNTRY AND ALSO ON AROUND THE COUNTRY AND ALSO ON AROUND THE COUNTRY AND ALSO ON
AMAZON AROUND THE COUNTRY AND ALSO ON
AMAZON AND AROUND THE COUNTRY AND ALSO ON
AMAZON AND SOME AROUND THE COUNTRY AND ALSO ON
AMAZON AND SOME OF AROUND THE COUNTRY AND ALSO ON
AMAZON AND SOME OF THEM AROUND THE COUNTRY AND ALSO ON
AMAZON AND SOME OF THEM ARE AMAZON AND SOME OF THEM ARE AMAZON AND SOME OF THEM ARE
PREORDER AMAZON AND SOME OF THEM ARE
PREORDER ALREADY. PREORDER ALREADY. PREORDER ALREADY.
>>PREORDER ALREADY.
>>Reporter: PREORDER ALREADY.
>>Reporter: THE PREORDER ALREADY.
>>Reporter: THE MAP PREORDER ALREADY.
>>Reporter: THE MAP CHALLENGE>>Reporter: THE MAP CHALLENGE>>Reporter: THE MAP CHALLENGE
FEATURING>>Reporter: THE MAP CHALLENGE
FEATURING SAMMY>>Reporter: THE MAP CHALLENGE
FEATURING SAMMY WITH>>Reporter: THE MAP CHALLENGE
FEATURING SAMMY WITH DYSLEXIA FEATURING SAMMY WITH DYSLEXIA FEATURING SAMMY WITH DYSLEXIA
AND FEATURING SAMMY WITH DYSLEXIA
AND THE FEATURING SAMMY WITH DYSLEXIA
AND THE HISTORY FEATURING SAMMY WITH DYSLEXIA
AND THE HISTORY MUSEUM FEATURING SAMMY WITH DYSLEXIA
AND THE HISTORY MUSEUM WITH AND THE HISTORY MUSEUM WITH AND THE HISTORY MUSEUM WITH
IZZY AND THE HISTORY MUSEUM WITH
IZZY WHO AND THE HISTORY MUSEUM WITH
IZZY WHO HAS AND THE HISTORY MUSEUM WITH
IZZY WHO HAS ADHD AND THE HISTORY MUSEUM WITH
IZZY WHO HAS ADHD ARE AND THE HISTORY MUSEUM WITH
IZZY WHO HAS ADHD ARE OUT AND THE HISTORY MUSEUM WITH
IZZY WHO HAS ADHD ARE OUT NOW. IZZY WHO HAS ADHD ARE OUT NOW. IZZY WHO HAS ADHD ARE OUT NOW.
PERCH IZZY WHO HAS ADHD ARE OUT NOW.
PERCH ARE IZZY WHO HAS ADHD ARE OUT NOW.
PERCH ARE ON IZZY WHO HAS ADHD ARE OUT NOW.
PERCH ARE ON AMAZON, IZZY WHO HAS ADHD ARE OUT NOW.
PERCH ARE ON AMAZON, OR

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