Reading Instruction Through Neuro-Scientific Research “How the Special Education Brain Learns” By David Sousa

Agenda Overview of the Brain and Reading Reading Disabilities/Struggling Reader Emotion factor SPRW Adaptations Differentiation

It is not like Spoken Language Reading is not a natural ability. There are no areas of the brain that specialize in reading. To read the brain must recruit regions that are specialized for other purposes. Reading is the most difficult task a young brain undertakes.

Before They Learn to Read… Acquire vocabulary by listening to others Practice pronunciation and usage of new words in conversations. Children with language impairments are at risk for problems with reading.

Two Operations Decoding=student needs phonemic awareness, understand phonics, adequate vocabulary (mental lexicon) 2. Comprehend=student needs to know what the words in the lexicon mean (vocab) and be able to decode with reasonable fluency.

Three Neural Systems Visual-processing system Auditory-processing system Executive system

Causes of Reading Disabilities Social Cultural Physical

Physical Causes Linguistic Causes- Phonological deficits Differences between auditory and visual processing speeds Structural differences in the brain Working memory deficits Genetic defects Brain lesions Word blindness

Physical Causes Nonlinguistic Causes Poor perception of sequential sounds Inability to discriminate certain sound frequencies Inability to detect sounds from background noise Deficits in the cerebellum-poor motor coordination

Brain Imaging Studies have revealed differences in both structure and function of the brains with dyslexia compared to typical brains. These studies may lead to more accurate diagnosis and treatment.

Detecting Reading Problems Not an easy task Early signs of problems with spoken language delays Early signs of difficulties with spoken language Failure to respond to reading interventions in grades one and two

Indicators of Dyslexia Difficulty recognizing written words Difficulty rhyming or sequencing syllables Difficulty determining the meaning or main idea of a simple sentence Poor sequencing of letters or numbers Difficulty with encoding words-spelling Delayed spoken language Difficulty with handwriting Difficulty in expressing thoughts verbally Possible family history of dyslexia

Rewire Brains Studies have demonstrated that with intensive work it is possible to rewire the brains of children with dyslexia. The brains resemble typical brains when reading after the intensive work is finished. Commercial computer games are available for struggling readers with this research as its base. (Earobics, Fast forWord and Lindamood Phoneme Sequencing Progam)

Programs Showing Significant Improvements Reading Recovery Success for All Read 180 Program

Good Reading Programs Phonemic awareness Phonics Vocabulary Comprehension Fluency Instructional methods-explicit and direct instruction, scaffolding strategies, targeted practice and high quality feedback

Increase Reading Achievement Kids need… to read a lot access engaging classroom and school library media center collections choice in selecting books appropriate to their independent reading levels to be Read aloud to every day positive reading role models engage in a variety of reading activities every day talk to others about what reading quality teachers and high-quality instruction

Robert Sylwester Emotion Attention Learning

Multiple Intelligences linguistic/ verbal word smart logical / mathematical number smart visual / spatial art smart musical / rhythmic music smart bodily kinesthetic body smart naturalistic nature smart intrapersonal self smart interpersonal people smart

Adaptations Size Time Level of Support Input Difficulty Output Participation

Size Adapt the number of items that the learner is expected to learn or complete. Example: Reduce the number of science terms a learner must learn at any one time.

Time Adapt the time allotted and allowed for learning task completion, or testing. Example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.

Level of Support Increase the amount of personal assistance with a specific learner. Example: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors.

Input Adapt the way instruction is delivered to the learner. Example: Use different visual aids, plan more concrete examples, provide hands-on activities, place students in cooperative groups.

Difficulty Adapt the skill level, problem type, or the rules on how the learner may approach the work. Example: Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs.

Output Adapt how the student can respond to instruction. Example: Instead of answering questions in writing, allow a verbal response; use a communication book for some students; allow students to show knowledge with hands on materials

Participation Adapt the extent to which a learner is actively involved in the task. Example: In geography, have a student hold the globe, while others point out locations.

Differentiation Adaptation Modification

Differentiation Of Instruction Differentiation is a teacher’s response to learner’s needs Teachers can differentiate by Content, Process, or Product According to Student’s Readiness, Interests, or Learning Profile (Adapted from Carol Ann Tomlinson, The Differentiated Classroom)

Interest centers and groups Varied homework, journal prompts Differentiation Instruction: Instructional and Management Strategies-Carol Ann Thomlison Interest centers and groups Varied homework, journal prompts Multiple Intelligences, Jigsaw Small group Instruction Varied texts, Literature circles, Tiered lessons, centers or products

Begin SLOWLY- Carol Ann Thomlison Lo-Prep Differentiation Choices of books Homework options Reading Buddies Student teacher goal setting Think Pair Share Open ended activities Jigsaw Explorations by Interest Multiple Levels of questions Hi-Prep Differentiation Independent Studies Multiple texts Alternative Assessments Learning Contracts Interest Groups, centers Stations Group Investigation Tiered activities, lessons Literature Circles

SHHH…CLASS is the best kept secret for learning!!! tknipste@butler.edu