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

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

3. 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.

4. 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.

5. 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.

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

7. Causes of Reading Disabilities
Social
Cultural
Physical

8. 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

9. 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

10. 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.

11. 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

12. 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

13. 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)

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

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

16. 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

17. Robert Sylwester
Emotion
Attention
Learning

20. 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

21. Adaptations Size Time Level of Support Input Difficulty Output
Participation

22. 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.

23. 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.

24. 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.

25. 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.

26. 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.

27. 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

28. 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.

29. Differentiation
Adaptation
Modification

30. 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)

31. 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

32. 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

33. SHHH…CLASS is the best kept secret for learning!!!