1. Universal Design for Learning October, 2010

2. What about reading? What part of the brain do we read with?

3. Word Reading in the Brain First: What questions would you need to ask in order to predict?

4. Day 2: Reading and UDL 1)What kind of reader are you? Individual differences. 2)What are the micro-tasks involved in reading? 3)What is the content? 4)What is the purpose for reading? 5)Affective content 6)Novice versus expert 7)How is text presented – what are features? 8)What is the age? 9)What language is the text? 10)Experience with this text 11)Outloud versus subvocalo 12)What modality - ? 13)Music, or other related skills 14)What enviornment are you in 15)How familiar with the domain 16)Right or left handed? 17)Previous structures availble 18)What skills

5. Homework: What parts of the brain would NOT be involved in reading?

6. First, some structural anatomy to help us consider what parts of the brain might or might not be involved in reading.

7. How to make sense of all of the possible distributed learning in the brain?

13. Recognition networks Strategic networks Affective networks Understanding what the distribution of learning is

14. Recognition networks Perceive information in the environment and transform it into useable knowledge Understanding the science of what learning is

16. Recognition Networks - Distributed

19. Face Blind! Bill's Face Blindness (Prosopagnosia) Pages - Introduction

20. Recognition Networks - Parallel

24. Recognition Networks - Heterarchical

27. Illusions as top-down constraints on understanding images. Shadow Presidential Illusion Illusions Reveal the Brain's Assumptions Ball and Shadow

29. The Problem of Ruth: Individual Differences 1

30. FMRI Summary -Dyslexia From Shaywitz et al

31. What kinds of patterns do you need to recognize for successful reading?

33. Strategic networks Understanding the science of what learning is Plan, organize, and initiate purposeful actions on the environment

38. Strategic network Networks are Heterachical

39. Strategic networks: What are the primary components of successful action and expression? Moving toward guidelines

40. Physical Actions or Movement What goes into strategic action and expression?

41. Skills and Fluency

42. Executive Functions

46. What kinds of frontal systems do you need to read?

47.  

48.  

50. Affective networks Individual Differences

52. Recognition networks Strategic networks Affective networks Individual Differences in Distributed Learning

53. Word Reading in the Brain

55. Integrated Networks Mcgurk Effect Stroop Effect Capgras Syndrome

56. Here is one form of representation. In order to get useable knowledge out of this, what does it require of the learner?

57. Sensory Perception Language and Symbols Comprehension

58. Sensory Perception Language and Symbols Comprehension Excellent Vision

59. Sensory Perception Language and Symbols Comprehension Excellent Vision Relevant Vocabulary Fluent Decoding Competent Syntax English Language

60. Sensory Perception Language and Symbols Comprehension Excellent Vision Relevant Vocabulary Fluent Decoding Competent Syntax English Language Usage Background Knowledge Critical Features Processing Strategies Adequate Memory

61. Sensory Perception Language and Symbols Comprehension Excellent Vision Relevant Vocabulary Fluent Decoding Competent Syntax English Language Usage Background Knowledge Critical Features Processing Strategies Adequate Memory All of these are potential barriers. What kinds of options could reduce these barriers?

62. Sensory Perception Language and Symbols Comprehension What options does this form of representation provide? Suppose this was digital text instead?

63. Sensory Perception Language and Symbols Comprehension Excellent Vision Relevant Vocabulary Fluent Decoding Competent Syntax English Language Usage Background Knowledge Critical Features Processing Strategies Working Memory But, from an instructional point of view, what options are OK?

64. Sensory Perception Language and Symbols Comprehension Excellent Vision Relevant Vocabulary Fluent Decoding Competent Syntax English Language Usage Background Knowledge Critical Features Processing Strategies Working Memory The idea of construct relevance. What is the instructional purpose?

65. Here is one form of representation. In order to get useable knowledge out of this, what does it require of the learner?

66. Sensory Perception Language and Symbols Comprehension

67. Sensory Perception Language and Symbols Comprehension Excellent Vision

68. Sensory Perception Language and Symbols Comprehension Excellent Vision Relevant Vocabulary Fluent Decoding Competent Syntax English Language

69. Sensory Perception Language and Symbols Comprehension Excellent Vision Relevant Vocabulary Fluent Decoding Competent Syntax English Language Usage Background Knowledge Critical Features Processing Strategies Adequate Memory

70. Sensory Perception Language and Symbols Comprehension Excellent Vision Relevant Vocabulary Fluent Decoding Competent Syntax English Language Usage Background Knowledge Critical Features Processing Strategies Working Memory What is construct relevant? What is the purpose of the information?

71. Sensory/perc eptual Language and Symbols Comprehension Multiple Means of Representation

72. Sensory/per ceptual Language and Symbols Comprehension Multiple Means of Representation What kinds of barriers? Depends upon the purpose.

73. Sensory/per ceptual Language and Symbols Comprehensi on Multiple Means of Representation What kinds of options would reduce the barriers?

75. Which brings us back to the reading brain… Wolf, M. (2007). Proust and the Squid. pp.176

76. How can fMRI inform us? Neural correlates – patterns of activation associated with a selected phenomenon Translational Research fMRI as an outcome measure fMRI as a surrogate marker Translate between human and non-human research Functional relations among brain regions Generating maps of brain function (excellent spatial coverage) Coactivity vs. connectivity (networks describe causal flow of information, not correlated activation; can measure the covariance to describe connectivity) Sampling of application: object processing, speech, language plasticity, visual attention, connectivity between brain regions, relation between sensory experience and motor activity, emotion, memory, cognitive processing, consciousness, clinical practice, presurgical planning, intervention studies, attention, executive functioning, etc… (Huettel, Song, & McCarthy, 2003)

77. Wolf, M. (2007). Proust and the Squid. pp.145

79. Word Reading in the Brain