lessons learned from cognitive, neurobiological, and instructional sciences friday- oct 14, 2011...
TRANSCRIPT
Lessons Learned From Cognitive,
Neurobiological, and Instructional Sciences
Friday- Oct 14, 2011
10:30 a.m. - 12:30 p.m. SESSION : I
Reid Lyon, Ph.D.
Distinguished Professor Of Education Policy and Leadership and Associate Dean, Southern Methodist University
Distinguished Scientist in Cognition and Neuroscience, Center for Brain Health, University of Texas, Dallas
I
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How Do Children Learn to Read,
Why Do Some Children Have Difficulty,
and What Can We Do to Prevent and Remediate
Reading Failure?
www.centerforbrainhealth.orgwww.ReidLyon.com
Reading is a gateway to success
Reading Is Fundamental
“Courage is the power to let go of the
familiar”
--Raymond Lindquist
10 20 30 40 50 60 70 80 90 10010 20 30 40 50 60 70 80 90 100
PoorPoor
Non-poorNon-poor
WhiteWhite 1616
BlackBlack 4343
3939
4040
1515
2626 Percent of Percent of 88thth grade grade readers readers belowbelow Basic Basic
3838
2009 National Assessment of Educational Progress
American Indian
Hispanic
2009 National Assessment of Educational Progress
10 20 30 40 50 60 70 80 90 10010 20 30 40 50 60 70 80 90 100
American American IndianIndian
Low Low IncomeIncome
White 1414
BlackBlack
Hispanic
4343
3939
3131
3333
20 20 Percent of Kansas Percent of Kansas 88thth grade grade readers readers belowbelow Basic Basic
Kansas Eighth-Grade Proficiency as Measured by Minnesota State Tests and NAEP for SY 2008–2011 (Alliance for Excellent Education, 2010)
10 20 30 40 50 60 70 80 90 10010 20 30 40 50 60 70 80 90 100
KS STATE TEST – 85% Proficient
NAEP - 33%Proficient
Why Do We Need National Common Core Standards?
The Impact of Limited Literacy Development on Kansas Children, Society, and Economy:
• Over 9,500 students did not graduate from Kansas’ high schools in 2010; the lost lifetime earnings in Kansas for that class of dropouts alone total nearly $2.5 billion.
• Kansas could save as much as $126 million in health care costs over the lifetimes of each class of dropouts had they earned their diplomas.
• If Kansas’ high schools graduated all of their students ready for college, the state could save as much as $42.8 million a year in community college remediation costs and lost earnings.
• Kansas’ economy could see a combination of crime-related savings and additional revenue of about $62.7 million each year if the male high school graduation rate increased by just 5%
The NAEP is as much a language and critical thinking measure as a measure of essential “reading skills”- Low scores on the NAEP can be predicted by difficulties in:
word reading skills and/or vocabulary limitations
and/or reading fluency
and/or background knowledge
and/or insufficient use of reading comprehension strategies
Mismatch between text characteristics within NAEP questions and text characteristics of student’s instructional texts
Mismatch between level of cognitive complexity within NAEP questions
and the Cognitive complexity of student’s instructional texts
Critical “Take-Aways” From the NAEP Data
Reading is Fundamental
(Center for Educational Statistics, 2009).
An alarming 44.7 percent of high school dropouts score in the bottom quarter of reading ability measures
(Center for Educational Statistics, 2009).
1 out of 3 prison inmates have the lowest level of reading proficiency
NO!
Does It Have To Be This Way?
We Now Know Enough About Reading Development &
Reading Difficulties & Reading Instruction to Significantly
Decrease Reading Failure!
Dyslexia and Other Reading Difficulties
Our Scientific Research in Dyslexia Has Led to Significant Advances in Understanding and Identifying Reading Difficulties AND Increasing the Reading Achievement of Students from All Races, Ethnicities, and Socioeconomic Strata.
Dyslexia Accounts For Approximately 10% to 17% of Reading Failure in the United States
The Significantly Larger Number of Students Who Have Reading Difficulties Struggle Because of Environmental and Economic Disadvantage.
How Was The Scientific Evidence Obtained and Under What Conditions?
How Do Children Learn to Read?
Why Do Some Children Have Difficulties Learning To Read?
How Can Reading Failure Be Prevented?
How Can Persistent Reading Difficulties be Remediated?
A Commitment to Focus on Four Research Questions:
NIH-NICHD Multidisciplinary Research Program
(North America; Lyon, 1985-2005)
NICHD Sites
U of Arkansas – Med CtrDykman
U of MissouriGeary
Colorado LDRCDefries
U of MichiganMorrison
TorontoLovett
U of LouisvilleMolfese
Mayo ClinicKalusic
Boy’s TownSmith
U of HoustonFrancis
SUNY AlbanyVellutino
U of California – San Diego, Salk InstituteBellugi
U of Texas – Med CtrFoorman/Fletcher
Yale MethodologyFletcher
Emerson CollegeAram
TuftsWolf
Syracuse UBlachman
U of Massachusetts
Rayner
Beth IsraelGalaburda
Children’s Hospital/Harvard LDRCWaber
Florida StateTorgesen/Wagner
U of WashingtonBerninger
StanfordReiss
U of Southern CaliforniaManis/Seidenberg
Univ of California – IrvineFilipek
Bowman GrayWood
Georgetown UEden
D.C./HoustonForman/Moats
Johns HopkinsDenckla
Haskins LabsFowler/Liberman
YaleShaywitz
Purdue UHynd
Univ of FloridaAlexander/Conway
Georgia StateR. Morris
San FranciscoHerron
U of KansasShumaker
U of WisconsinJohnson-Glenburg
Northwestern UBooth
Gallaudet ULaSasso
Duke UGoldston
U of GeorgiaStahl
ColoradoMoats
U of TexasVaughn
Rutgers UScarboro-ugh
Carnegie-Mellon
Number of Research Sites: 44 sitesChildren and Adults Studied: 57,000 studiesProficient Readers: 22,000 readersAt-Risk/Struggling Readers 35,000 readersAverage Years Studied/Followed: 9 yearsMax Longitudinal Span to Date: 34 years
Current Prevention/Intervention Trials 12 trials
Schools Currently Participating: 266 schools
Classrooms Currently Participating: 985 classes
Classroom Teachers Participating: 1,012 teachers
Annual Research Budget: $60 Million Dollars
THE NICHD SCIENTIFIC INVESTMENT
Reading Reading ComprehensionComprehension
And Critical ThinkAnd Critical ThinkingingKnowledge Fluency
Metacognition
Language
Prosody
Automaticity / Rate
Accuracy
Spelling
Decoding
Phonemic Awareness
Oral Language Skills
Knowledge of Language Structures
Vocabulary
Written Expression
Cultural Influences
Life Experience
Content Knowledge
Activation of Prior Knowledge
Knowledge about Texts
Motivation
Engagement
Active Reading Strategies
Monitoring Strategies
Fix-Up Strategies
Florida Reading Initiative
How Do Children Learn To Read?
Starting with ORAL LANGUAGE
AND
VOCABULARY Development!
Most Underprivileged Children:
2. Have had less exposure to print and the 2. Have had less exposure to print and the alphabetalphabet
3. Have vocabulary that are usually less well 3. Have vocabulary that are usually less well developed – ½ in poor children compared to developed – ½ in poor children compared to other childrenother children
..
5. Frequently do not have good models of reading 5. Frequently do not have good models of reading or support for academics in their homesor support for academics in their homes
4. Have a range of experience and conceptual 4. Have a range of experience and conceptual knowledge that is often limited or different knowledge that is often limited or different compared to other studentscompared to other students
1. Are delayed in the development of phonemic 1. Are delayed in the development of phonemic awarenessawareness
5 6 7 8 9 10 11 12 13 14 15 16
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Reading Age Level
Chronological Age
Low Oral Language in Kindergarten
High Oral Language in Kindergarten
Hirsch, 1996
The Effects of Weaknesses in Oral Language on Reading Growth
5.2 years difference
Patricia Kuhl - U. Washington
How Many Words Should Teachers Teach Per Day To Help Close The Gap?
In 1st and 2nd grade, children need to learn 800+ words per year, about 2 per day.
Children need to learn 2,000 to 3,000 new words each year from 3rd grade onward, about 6–8 per day.
Research has shown that most typically developing children need to encounter a word about 12 times before they know it well enough to improve their comprehension.
Biemiller; Nagy & Anderson
Vocabulary Words: Three Tiers
• Tier One – In spoken vocabulary: mother, clock, jump
• Tier Two – Words with wide usage that most readers do not have in their spoken vocabularies: dismayed, paradoxical, absurd, wary. Estimated 7,000 words
• Tier Three – Highly specialized and are almost never used outside of the disciplines where they are encountered: monozygotic, tetrahedron, bicameral
Selecting Tier 2 WordsTier 2 words are:
• Frequently encountered;
• Crucial to understanding the main idea of text;
• Not a part of students’ prior knowledge (not Tier 1 words); and
• Unlikely to be learned independently through the use of context or structural analysis.
REMINDER: Tier 2 words should be taught before students read, and discussed and used frequently afterward.
(Beck, McKeown, & Kucan, 2002)
VocabularySuccessful Readers Struggling Readers
Are exposed to a breadth of vocabulary words in conversations and print at home and at school from a very early age.
Have limited exposure to new words.May not enjoy reading and therefore do not select reading as an independent activity.
Understand most words when they are reading (at least 90 percent) and can make sense of unknown words to build their vocabulary knowledge.
Read texts that are too difficult and thus are not able to comprehend what they read or to learn new words from reading.
Learn words incrementally, through multiple exposures to new words.
Lack the variety of experiences and exposures necessary to gain deep understanding of new words.
Have content-specific prior knowledge that assists them in understanding how words are used in a particular context.
Often have limited content-specific prior knowledge that is not sufficient to support word learning.
(Boardman et al., 2008)
Vocabulary Instruction
Students Have Ample Opportunities To Engage In Oral Vocabulary Activities That Encourage:
Repeated Exposure To Words In Multiple Contexts;
Using Everyday Language To Explain Word Meanings; And,
Connecting Word Meanings To Prior Knowledge.
The Ways Words Are LearnedBy reading a lot (reading volume influences differences in
children’s vocabulary) – Rarity and variety of words in children’s books is greater than that in
adult conversation– at the right level of difficulty – in sufficient amounts – with sufficient motivation to pursue understanding
Through multiple exposures and multiple examples in context, spoken and written through explicit instruction:– Constructing definitions and using a dictionary– Analyzing word structure– Exploring word relationships
Components of Effective Vocabulary Instruction
VOCABULARYFramework Questions
1. Is Instruction Explicit?
2. Is Instruction Systematic?
3. Does Instruction Integrate All Literacy Components?
4. Does Instruction Include Coordinated Instructional Sequences And Routines?
5. Is Instruction Scaffolded?
6. Does Instruction Include Cumulative Review?
7. Are Assessments Included To Measure And Monitor Progress?
How Do Children Learn To Read?
Phonemic
and
Phonological Awareness !
I NEED TO KNOW MY SOUNDS TO I NEED TO KNOW MY SOUNDS TO READ!READ!
I NEED TO KNOW MY SOUNDS TO I NEED TO KNOW MY SOUNDS TO READ!READ!
Phonological vs. Phonemic Awareness
Phonological Awareness: the understanding of the
different ways that spoken language can be broken
down into smaller units (sentences to words, words to
syllables, syllables to phonemes).
Phonemic Awareness: a more specific term; the ability to
hear, identify, and manipulate individual sounds in
spoken language (blending, segmenting, manipulating).
How Do Children Learn To Read?
Phonological Awareness and The Alphabetic Principle
• Print represents speech through the alphabet
• Words are composed of internal units based on sound called “phonemes”
• In learning to read, children must make explicit an implicit understanding that words have internal structures linked to sounds
• Children vary considerably in how easily they master this principle
Why Teach Phonological Awareness?
Accelerate reading growth of ALL children.
20% to 30% of children will remain poor readers without it.
Coarticulation makes it difficult for some students to hear individual sounds.
Phonological AwarenessFramework Questions
1. Is instruction explicit?
2. Is instruction systematic?
3. Does instruction integrate all literacy components?
4. Does instruction include coordinated instructional sequences and routines?
5. Is instruction scaffolded?
6. Does instruction include cumulative review?
7. Are assessments included to measure and monitor progress?
How Do Children Learn To Read?
PHONICS
The Alphabetic Principle: Do We Know It?
Can We Teach It?
• Print represents speech through the alphabet
• Words are composed of internal units based on sound called “phonemes”
• In learning to read, children must make explicit an implicit understanding that words have internal structures linked to sounds
• Children vary considerably in how easily they master this principle
PHONICS AND THE ALPHABETIC PRINCIPLEFramework Questions
1. Is instruction explicit?
2. Is instruction systematic?
3. Does instruction integrate all literacy components?
4. Does instruction include coordinated instructional sequences and routines?
5. Is instruction scaffolded?
6. Does instruction include cumulative review?
7. Are assessments included to measure and monitor progress?
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How Do Children Learn to Read?
HOW DO CHILDREN LEARN TO READ?
FLUENCY
A common definition of reading fluency:A common definition of reading fluency:
““Fluency is the ability to read text quickly, Fluency is the ability to read text quickly, accurately, and with proper expression”accurately, and with proper expression”
National Reading Panel
A common definition of reading fluency:A common definition of reading fluency:
““Fluency is the ability to read text quickly, Fluency is the ability to read text quickly, accurately, and with proper expression”accurately, and with proper expression”
National Reading Panel
Why Teach Fluency?
Fluency is a bridge between word recognition and comprehension.
A fluent reader can concentrate on comprehending the text rather than decoding the words.
Fundamental Discoveries :
The challenge of continuing growth in fluency becomes even greater after 3rd grade.
• 4th, 5th, and 6th graders encounter about 10,000 words they have
never seen before in print during a year’s worth of reading.
• Furthermore, each of these “new” words occurs only about 10 times
in a year’s worth of reading.
• Sadly, its very difficult to correctly guess the identity of these
“new words” just from the context of the passage.
Fluent and automatic reading frees up “cognitive space” so that conscious attention can be devoted to textual meaning
If decoding and word recognition are slow and labored, material will be forgotten before it is understood
The most powerful way to increase reading fluency is through reading and reading and reading (see NRP)
Fluency
READING FLUENCY AND AUTOMATICITYFramework Questions
1. Is instruction explicit?
2. Is instruction systematic?
3. Does instruction integrate all literacy components?
4. Does instruction include coordinated instructional sequences and routines?
5. Is instruction scaffolded?
6. Does instruction include cumulative review?
7. Are assessments included to measure and monitor progress?
How Do Children Learn To Read?
READING READING
COMPREHENSIONCOMPREHENSION
Comprehension
Comprehension is the “process of simultaneously extracting and constructing meaning through
interaction and involvement with written language. It consists of three elements: the reader, the text,
and the activity or purpose for reading.”
(RAND, 2002, p. xiii)
Which skills, knowledge, and
attitudes are required for good
reading comprehension, or
proficient “grade level reading”?
Proficient comprehension of text is Proficient comprehension of text is influenced by:influenced by:
Accurate and fluent word reading skills Accurate and fluent word reading skills
Oral language skills (vocabulary, linguistic comprehension)Oral language skills (vocabulary, linguistic comprehension)
Extent of conceptual and factual knowledgeExtent of conceptual and factual knowledge
Knowledge and skill in use of cognitive strategies to Knowledge and skill in use of cognitive strategies to improve written expression and comprehensionimprove written expression and comprehension
Reasoning and inferential skillsReasoning and inferential skills
Motivation to understand and interest in task and Motivation to understand and interest in task and materialsmaterials
In Other Words, a student’s reading In Other Words, a student’s reading comprehension depends on:comprehension depends on:
• How well they read the words on the How well they read the words on the pagepage
• How much knowledge they have, and How much knowledge they have, and how well they thinkhow well they think
• How motivated the students are to do “the How motivated the students are to do “the work” of comprehendingwork” of comprehending
Comprehension Strategies
1970-80s: the idea of comprehension strategies emerges
Idea is that students need to learn flexible, complex, responsive routines to guide their thinking (rather than firing off a sequential series of skills)
Comprehension Strategies
Comprehension Strategies help students to think in general ways during reading
Comprehension Strategies help low achieving students pay attention during reading
NRP reviewed 205 studies that showed that reading comprehension could be taught directly throughout the elementary and secondary grades
These studies emphasized teaching students how to think effectively during reading
National Reading Panel Findings on Reading Comprehensions Strategies
National Reading Panel Review of Strategy Research
• Question generation
• Comprehension monitoring
• Summarization
• Story structure
• Question answering
• Prior knowledge
• Mental imagery
Reading (NRP)Comprehension Strategies
Research Support
• Summarizing (18)• Questioning (27)• Story mapping (17)• Monitoring (22)• Question answering (17)• Graphic organizers (11)• Mental imagery (7)• Prior knowledge (14)
Reading Comprehension Knowledge: Non-Negotiables
Cause and effect Classify and categorize
Compare and contrast Draw conclusions
Fact and opinion Main idea
Important details Inferences
Sequence Bias and propaganda
Reading Comprehension Non-Negotiables
Problem and solution Identify theme
Literal recall Tone
Mood Etc., etc., etc.
Clear explanations matter
Studies show that how well teachers can explain mental processes makes a difference in student progress
Core programs and professional development can give teachers guidance in teaching strategies clearly
• Modeling and explanation
• Guided practice and explanation
• Independent practice
Gradual release of Control Approaches are Effective:
Gradual release of control:
I do it.
We do it.
You do it.
Gradual release of control:
I do it.
We do it.
You do it together.
You do it.
The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING
LITERACY KNOWLEDGE
PHON. AWARENESS
DECODING (and SPELLING) SIGHT RECOGNITION
SKILLED
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Skilled Reading- fluent
coordination of word reading and comprehension
processes
READING COMPREHENSIONFramework Questions
1. Is instruction explicit?
2. Is instruction systematic?
3. Does instruction integrate all literacy components?
4. Does instruction include coordinated instructional sequences and routines?
5. Is instruction scaffolded?
6. Does instruction include cumulative review?
7. Are assessments included to measure and monitor progress?
INTERVENTION AND REMEDIATION
Effective Reading Instruction
“Reading instruction effectiveness begins with a teacher who thoughtfully and analytically integrates research based instructional principles into their teaching and uses continuous performance data to differentiate instruction as the situation demands.”
Lyon & Weiser (In Press)
WHY FOCUS ON EARLEY IDENTIFICATION AND PREVENTION?
88% Of Students Reading Poorly at the End of the First Grade Will Read Poorly At the End of The Fourth Grade
Unless Effective Reading Instruction Is Provided, Students Reading Poorly at the End of the Fourth Grade Will Have Reading Difficulties For the Rest of Their Lives
Preventing Reading Failure Dramatically Increases a Student’s Potential Quality of Life, Occupational Opportunities, Economic Status, and Health Outcomes
Prevention Programs Demand Shared Responsibility and a Common Language
HOW CAN WE PREVENT READING FAILURE?
• Development of Sensitive and Valid Screening Measures
• Professional Development and Use of a Professional Common Language
• Implementation of Three-Tier Models
• Continuous Assessment of Progress
• Appreciation of School Leadership and Capacity Factors
Early Intervention is Possible
• Risk characteristics present in Kindergarten
and G1
• Letter sound knowledge, phonological awareness, oral language development
• Assess all children and INTERVENE- first in the classroom and then through supplemental instruction
Early Intervention is EffectivePrevention studies in
reading (and behavior) commonly show that 70- 90% of at risk children (bottom 20%) in K- 2 can learn to read in average range (Fletcher, Lyon, et al., 2007)
Study Amt. of instruction Pre RXPost RX
Foorman 174 hrs.- classroom 35% 6%
Felton 340 hrs. - groups of 8 32% 5%
Vellutino 35- 65 hrs. 1:1 tutoring 46% 7% Torgesen 88 hrs. 1:1 tutoring 30% 4%
Torgesen 80 hrs. 1:3 tutoring 11% 2%
NICHD INTERVENTION STUDIES
Percent of children scoring below the 30th percentile
Torgesen 91 hrs. 1:3 or 1:5 tutoring 28% 1.6% Mathes 80 hrs. 1:3 tutoring 31% .02%
Linking Prevention and Remediation: A 3-Tier Model
Tier 1: Primary InterventionEnhanced general education classroom instruction for all students.
Tier 2: Secondary InterventionMore intense intervention in general education, usually in small groups.
Tier 3: Tertiary Intervention .Intervention increases in intensity and duration. Child could be considered for special education
http://www.texasreading.org/3tier/
If progress is inadequate, move to next level.
• RTI is a system wide change
• It must build gradually to scale- may take several years
• Breaks down the intervention silos
• PD must target the general education teacher, esp. in reading and behavior
• Major obstacle: How do you organize PD if the district has multiple core reading and supplemental programs and interventions are tied to silos?
Response To Intervention
Assessments
Four types of assessment to track student achievement:
Screening; Progress monitoring; Diagnostic; and Outcome measures.
Key Implementation Features of RTI
• Effective instructional/intervention programs– Core– Supplemental– Intensive
• Frequent assessment of student performance– Screening– Diagnostic– Progress Monitoring
• Use of data to make instructional/intervention decisions
The consensus view of most important instructional features for interventions
Provide ample opportunities for guided practice of new skills
Provide a significant increase in intensity of instruction
Provide systematic and explicit instruction on component skills that are deficient
Interventions are more effective when they:
Provide appropriate levels of scaffolding as children learn to apply new skills
NEUROBIOLOGY
Using Neuroscience To Guide Teaching and Learning
Red indicates more gray matter, blue less gray matter. Gray matter wanes in a back-to-front wave as
the brain matures and neural connections are pruned.
Brain and Language
Central Sulcus
Lateral Sulcus
Grey Matter
• Consists of the bodies of neurons
• Responsible for information processing
• Generates responses to stimuli
http://www.brainexplorer.org/brain-images/white_matter.jpg
What Cortical Areas of the Left Brain Do We
Want To Develop for Learning To Read?
Patricia Kuhl - U. Washington
87
White Matter
• Found in the brain and spinal cord.
• Consists of insulated (myelinated) nerve fibers (axons).
• Responsible transmitting and conducting information.
http://www.brainexplorer.org/brain-images/white_matter.jpg
λ1λ3
λ2
Axial diffusivity (AD) = λ1
Radial diffusivity (RD) = (λ2+λ3)/2
Mean diffusivity (MD) = (λ1+λ2+λ3)/3
Fractional diffusivity (FA) = √3/2 * √Σ(λ-λave)2/√Σλ2
Smith SM, Nature Protocols 2007
Tract based spatial statistics
White matter integrity as assessed with diffusion tensor imaging
Comparison of FA/age between the 6 dyslexic readers with WJ-WI < 89 and the 13 dyslexic readers with WJ-WI >90 shows a trend (p corrected =0.1) towards higher FA in the left external capsule, internal capsule, left thalamus, and portions of the corpus callosum as indicated by the red clusters. Images are presented according to radiologic convention with the subjects’ left being to the reader’s right. (Rollins, 2009)
Right PLIC Left PLIC
Right Periventricular
VWF
MRI: Magnetic Resonance Imaging (Pugh, Haskins Lab)
The Reading Circuit (Pugh et al., 2005)
IFG MTG/ITG
OT/VWFA
SMG/STG AG
• Hypothesized Role of component circuits
–‘Phonological’• IFG• SMG/STG
–‘Semantic’• MTG/ITG• AG
–Putative ‘Visual word form Area’
• “Skill Zone” is phonologically and morphologically tuned
Plasticity and Remediation in Reading Development (Pugh, Haskins Labs)
Anterior
Occipitotemporal
Temporoparietal
• Increases in reading skill are
associated with Increases in
reading skill are associated
with increased specialization
of ventral LH areas for print
• Increased specialization of
ventral LH areas for print
Auditory Vs. Visual Sentence Task (
Constable, Pugh et al. (2004)Constable, Pugh et al. (2004)
)
RH on left side
Temple et al. (2003): fMRI Data
L. Inferior frontal and L. temporo-parietal activation
Some L.inferior frontal but no L. temporo-parietal activation
Increases in L.inferior frontal and
L. temporoparietal activation and right
hemisphere homologues
Watching the brain read:
Odegard, T.N. et al. (2008). Differentiating the neural response to intervention in children with developmental dyslexia. Annals of Dyslexia, 58, 1-14.
Watching the brain read:Response to Treatment
Parieto-temporal(word analysis)
Occipito-temporal(word form)
Inferior frontal gyrus(articulation/word analysis)
Odegard, T.N. et al. (2008). Differentiating the neural response to intervention in children with developmental dyslexia. Annals of Dyslexia, 58, 1-14.
Watching the brain read
TYPICAL DYSLEXIC
LEFT
RIGHT
LEFT
RIGHT
Watching the Brain Read
Parieto-temporal(word analysis)
Occipito-temporal(word form)
Inferior frontal gyrus(articulation/word analysis)
TYPICAL
LEFT
Left
Response to Treatment:Left Inferior Frontal lobe
Odegard, T.N. et al. (2008). Differentiating the neural response to intervention in children with developmental dyslexia. Annals of Dyslexia, 58, 1-14.
Response to Treatment:
Left Superior Temporal lobe
Odegard, T.N. et al. (2008). Differentiating the neural response to intervention in children with developmental dyslexia. Annals of Dyslexia, 58, 1-14.
Meanwhile, Back in the Brain (Fletcher et al)
Kindergarten
At risk
Not at Risk
Simos, Papaniolou,
Fletcher
150-300 300-1000 msTime after Stimulus Onset
Left Hemisphere Right Hemisphere
An At Risk ReaderLeft Hemisphere Right Hemisphere
Simos, Papaniolou, Fletcher
“ “ We are not where we want to be,
We are not where we are going to be
But we are not where we were.”
Rosa Parks
Moving Forward
Thank you for your attention!
Reid Lyon
Distinguished Professor Of Education Policy and Leadership, Southern Methodist University Distinguished Scientist in Cognition and Neuroscience, Center for Brain Health, University of Texas, Dallas (web-stie) www. ReidLyon .com (email) Reading4all @ tx.rr.com
www.centerforbrainhealth.org
Studies; How to maximize cognitive brain function & understanding of memory, strategic thinking, creativity and much more ~
The Annette Caldwell Simmons School of Education and Human Development promotes excellence by engaging in and disseminatingscientifically-based research, preparing exemplary professionals in education and human development, collaborating with other schools and institutions in the development of model programs and furthering positive learning experiences in all stages of life.