1. Cognition and Reading Sharon Weiss-Kapp Clinical Assistant Professor MGH-Institute of Health Professions Senior Clinical Associate Children’s Hospital Boston

2. Cross Trainer Visual Spatial Skills Recognition of patterns Recognition of rules Logical Reasoning Flexibility of thought Application of newly acquired information Monitoring performance Maintaining task (attention)

3. Visual Spatial Skills Understanding of how to manipulate, interpret and use things we see to: Predict Plan Mentally image Reason logically

4. Memorize these Numbers 149162536496481

5. Can you remember all of the numbers and the sequence they occurred in?

6. 149162536496481

7. Memorize these Numbers 36912151821242730

8. Pattern Recognition Did you have a different strategy for memorizing this group of numbers? Were you able to apply the strategy? Did this strategy help you to predict ?

9. Pattern Recognition and Reading Recognition of six syllable types: Open syllable e.g., pi Closed syllable e.g., pip Silent e syllable e.g., pipe Vowel combination syllable e.g., paid r -controlled syllable e.g., fur Consonant –le syllable e.g., maple

10. Logical Reasoning Logical reasoning is used to: Apply knowledge of rules Form conclusions Make inferences Make judgments

11. Complete the Following One glib One flot One spaf Today I am bliff___ Two______ Yesterday I bliff__

12. Violation of Rules Today I spig Yesterday I spigging Today I flang Yesterday I flanging

13. Tell me everything you can about this: ball

14. Lucille Ball

15. Flexibility of Thought Tell me everything you can about this: bush

16. Logical Reasoning and Reading Contributes to Reading Comprehension Recognition of rules and violations of rules for application to syntax Flexibility of thought applied towards text – based semantic relationships Flexibility of thought applied towards anticipatory sets

17. Definition of Constructivism Central to constructivism is its conception of learning. Von Glasersfeld (1995) argues that: "From the constructivist perspective, learning is not a stimulus-response phenomenon. It requires self-regulation and the building of conceptual structures through reflection and abstraction" (p.14). Fosnot (1996) adds that "Rather than behaviours or skills as the goal of instruction, concept development and deep understanding are the foci (...) (p.10). For educators, the challenge is to be able to build a hypothetical model of the conceptual worlds of students since these worlds could be very different from what is intended by the educator (von Glasersfeld, 1996). In this paradigm, learning emphasizes the process and not the product. How one arrives at a particular answer, and not the retrieval of an 'objectively true solution', is what is important. Learning is a process of constructing meaningful representations, of making sense of one's experiential world. In this process, students' errors are seen in a positive light and as a means of gaining insight into how they are organizing their experiential world. The notion of doing something 'right' or 'correctly' is to do something that fits with "an order one has established oneself" (von Glasersfeld, 1987, p. 15). This perspective is consistent with the constructivist tendency to privilege multiple truths, representations, perspectives and realities. The concept of multiplicity has important implications for teaching and learning:

18. Cross-Trainer Software Practices pattern recognition Assists in constructing rule governed approach to problem solving Encourages flexibility of thought Requires monitoring of performance Improves attention by creatively helping students maintain task

19. Cross Trainer Software Cross Trainer Software helps students improve learning by developing orderly thinking they can apply towards information initially experienced as fragmented, disorganized, and frustrating