neuropsychological aspects of reading and reading disabilities
DESCRIPTION
Neuropsychological aspects of reading and reading disabilities. 03/05/13. Olga Chuntonov CONQUER Collaborative laboratory (Cognitive Neuro -engineering and Quantitative Experimental Research), the School of Biomedical Engineering, Science & Health Systems, Drexel University. - PowerPoint PPT PresentationTRANSCRIPT
1
NEUROPSYCHOLOGICAL ASPECTS OF READING AND
READING DISABILITIES
Olga Chuntonov
• CONQUER Collaborative laboratory (Cognitive Neuro-engineering and Quantitative Experimental Research), the School of Biomedical Engineering, Science & Health Systems, Drexel University.
• Edmond J. Safra Brain Research in Learning Disabilities Laboratory, Department of Learning Disabilities, University of Haifa.
03/05/13
2
LAYOUT The brain The reading process Dyslexia Typical brain activation Dyslexic brain activation Brain plasticity and training Reading Acceleration Program
3
THE BRAIN
4
THE BRAIN The brain is the center
of the nervous system Functions:
Information processing Perception Learning and memory Motor control
Image from Wikipedia
5
WHAT IS THE BRAIN MADE OF? Neurons - the nerve cells. A typical adult human brain has
about 100 billion neurons, each connected by synapses to several thousand other neurons
Glial cells - provide structural and metabolic support
Neurons image courtesy of Rebecca Radcliff
6
READING
Reading is an interpretation of graphic symbols A complex cognitive skill, based on decoding,
comprehension and fluency sub-skills
7
WHAT IS DYSLEXIA?
Dys = difficultyLexia = language
Rudolf Berlin of Stuttgart, Germany, in 1887
8
SYMPTOMS
Difficulties with: Recognition of individual sounds in words Naming objects / letter … Spelling Reading fluently Reading unfamiliar words (decoding difficulties)
9
DYSLEXIA - DEFINITION
Dyslexia is a specific learning disability that is neurobiological in origin
It is characterized by inaccurate and/or influent reading poor spelling abilities
despite adequate intelligence, education, and socioeconomic status
Genetic predisposition
(Lyon, Shaywitz, & Shaywitz, 2003; Smith-Spark & Fisk, 2007; Berninger et al., 2001; Eckert, 2004; OECD, 2002; Krafnick et al., 2010)
10
FAMOUS PEOPLE WITH DYSLEXIA George Washington Thomas Jefferson John F. Kennedy Winston Churchill Albert Einstein Pierre Curie Alexander Graham Bell Henry Ford
Leonardo da Vinci Pablo Picasso Hans Christian Andersen Agatha Christie John Lennon Steven Spielberg Whoopi Goldberg Cher
http://www.dyslexia.com/famous.htm
11
TYPICAL BRAIN ACTIVATION DURING READING
5. Broca’s area:Phonological processing and language production; (semantic aspects of language)
4. Wernicke’s area:The full meaning of a written word is understood (representation of phonetic sequences)
3. Angular gyrus: The early stages of word interpretation (semantic processing)Supramarginal gyrus: phonological and articulatory processing of words
2. Primary visual areas:The brain perceives the sight of words
1. Prefrontal lobe:Directing attention to the reading task
12
DYSLEXIC BRAIN ACTIVATION DURING READING
S&B Shaywitz , 2008
13
BRAIN PLASTICITY
Neuroplasticity - long lasting structural and functional changes in the brain, that occur following experience
Our brains show the highest degree of plasticity during the early phases of life, however it is capable of adapting and growing even in adulthood
(Jessberger & Gage, 2008; Draganski & May, 2008; Eriksson et al., 1998; Fischer, 2008; Gould, et al., 1999; Gross, 2000; Krafnick, et al., 2010; Poldrack, 2000; Stiles, 2000; Will et al., 2007; Ilg et al., 2008; Trachtenberg et al., 2002)
14
Is it possible, by means of intervention, to create brain reorganization in such a way that will enable dyslexic individuals to read fluently or at least reduce the difficulty?
15
YES! Training can lead to behavioral improvements (fluency,
reading speed and accuracy)and brain activation changes for reading.
Simos et al. (2002): Following 80 hours of training children improved in basic reading tests, reaching average scores. Increase in activity in the left posterior brain area was detected.
Temple et al. (2003): After 8-weeks of computerized training children demonstrated improvement in language and reading ability, reaching the normal range. In addition, activity in left temporo-parietal brain area was increased.
Shaywitz et al. (2004): 8 months of one-on-one daily trainings lead to increased reading fluency and brain activation changes towards normalization.
(Penolazzi et al., 2010; Shaywitz et al., 2004; Simos et al., 2002; Simos, et al., 2007; Spironelli et al., 2010, Temple et al., 2003)
16
READING ACCELERATION PROGRAM (RAP)
Based on the “acceleration phenomenon”: there is a gap between ability and performance within each individual (Breznitz, 2006 for review)
Typical readers, whose reading pace is controlled by the program, when forced to read in a faster pace than usual increase the reading speed, accuracy and comprehension
(Breznitz & Nevat 2004)
THE TRAININGDemonstration
DEMONSTRATION - TRAINING
Whole grains are an important part of a balanced diet. They should be eaten on a daily basis. Many of your favorite cereals contain whole grains.
DEMONSTRATION - TRAINING
When should whole grains be eaten?
on a daily basis
on a weekly basis
on a hourly basis
Didn’t finish reading
1
2
3
0
