reading instruction through neuro-scientific research “how the special education brain learns”...
TRANSCRIPT
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
1. 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
1. Visual-processing system
2. Auditory-processing system
3. Executive system
Causes of Reading Disabilities
• Social
• Cultural
• Physical
Physical Causes
Linguistic Causes-1. Phonological deficits2. Differences between auditory and visual
processing speeds3. Structural differences in the brain4. Working memory deficits5. Genetic defects6. Brain lesions7. Word blindness
Physical Causes
• Nonlinguistic Causes
1. Poor perception of sequential sounds
2. Inability to discriminate certain sound frequencies
3. Inability to detect sounds from background noise
4. 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
WHa
Say It
Weigh It
Relay It Play It
What is your decision making process?How will you assess and evaluate students?
Are students ready for
instruction?
What Lifeline do students need to practice?
What level of Bloom’s will be demonstrated?
Have students mastered the character, social, or academic skill?
Which of theintelligenceswill be used?
Do they need to move?
Which collaboration structure will be practiced?
•What is your essential question?•How will you “hook” your students
emotionally? •What strategies or tools will you use for
instruction?
What products or activities will students use to demonstrate their
understanding of the skill, content, or standard?
What collaboration structures best support students’ practice and or collaboration about the
skill, content, or standard?
Memory Lanes
Multiple Intelligences
TheBrain
Who?What? When? Where? Why?
How?
Bloom’s Taxonomy
Say I t, Play I t, Relay I t, Weigh I t C.L.A.S.S. Decision Making Process for Twenty-First Century
Learners
Weigh I t: “The weigh it light is ALWAYS on.”
How will you assess and evaluate students?
Assessment Tools:
•Literacy Links
•running record
•rubric•rating
sheet•self -assessment•Peer assessment•conference•checklist•anecdotal
notes•test•quiz•exit slip•reflection•worksheet•district or state test
Where do I go from here?__Revise your teaching __Regroup students
__Move on to another skill
__Are students in the right f rame of mind for learning?
__ What is the level of student engagement?
__Do procedures need to be written?
__Has community been built in the classroom?
__How will you use Bloom’s?
__Will you include more than one intelligence?
__How will you involve memory lanes?
__Do students need a brain break?
Say I t:How will you “hook” your students? What will be your venue for direct instruction?C.L.A.S.S. Tools:
__Hallway Greeting__Welcome Message__Agenda
Study TripTechnology
__DVD / Video Clip__Blog, Wiki__Online Resource
Content Text on Essential Question
__Textbook, Trade book__Text f rom modeled,
shared or independent writing__Leveled Readers__Books
PoemSongResource PersonDiscover Process
__Model/ Specimen__Curiosity Bag
Scientific DemonstrationService LearningMovement
Partner Processing:
__Cell Phone Buddies__Meet Your Partner__Talking Pencils__Turn to Your
Partner__Move and Match__Dancing with the
Stars
Whole Group Processing:
__Community Circle__Moving to Music__Sign on the Line__Clipboard Cruising__ I Have, Who Has?__ I ’m on the Line__Quiz, Quiz, Trade__Roundabout
Conversations__To Tell the Truth__Give and Take
Play I t:
What novel structures will you use to help students process and practice what’
they are learning?
Small Group Processing:
__ I ’m Wild About__Star Seekers__Table Talk__Ways We are
Alike__4-2-1__Chart Chats__Create a Question__M&M Processing__Shuffl e and Share__Your Number is
Up__Challenge
Envelopes__Divide and
Conquer__Me, You, Us__Paradise
Processing__Triangle Talk
Relay I t:
What student products or actions can be assessed while extending and applying learning.?
Creating __ Power Point__ Video__ Story__ Expert
Project__ Puppet Show__ Game__ Song__ Advertisement__ Painting__ I nvention__ Experiment__ Article__ Pantomime__ Website__ Webinar
Applying__ I llustration__ Simulation__ Demonstration__ Presentation__ I nterview__ J ournal__ Model__ Diorama__ Scrap Book__ Writing
Prompt__Reader’s
Theater
Analyzing__ Survey__ Chart__ Mobile__ Commercial__ Report__ Graph__ Spreadsheet__ Checklist__ Biography__ Outline__ Venn Diagram__ Art Critique
Remembering__ Retell__ Fact__ Label__ List__ Timeline__ Facts Chart__ Recite a Poem
Evaluating__ Debate__ Panel__ Report__ I nvestigation__ Conclusion__ Persuasive
Speech orWriting
__ Self Evaluation__ Group
Evaluation__ Editorials
Understanding__ Recitation__ Summary__ Collection__ Explanation__ Cartoon Strip __ Flow Chart__ Make a Book__ Speech__ Diagram__ Poster
Say I t:How will you “hook” your students? What will be your venue for direct instruction?
C.L.A.S.S. Tools:__Hallway Greeting__Welcome Message__Agenda
Technology__DVD / Video Clip__Blog, Wiki__Online Resource
Content Text__Textbook, Trade book__Text f rom modeled,
shared, or independent writing
__Leveled Readers__Books
PoemSongStudy TripResource PersonDiscovery Process
__Model/ Specimen__Curiosity Bag
Scientific DemonstrationService LearningPropsMovement **Any of these structures can be used to
promote, social, character, or academic achievement.
Student Behaviors and Reactions:_ Body Language _ Level of Engagement_ Verbal Actions _ Emotional behaviors_ Physical Reactions
Levels of Bloom’s
Character Social Academic Development
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)
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
