Your Brain and the Reading Process
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Transcript of Your Brain and the Reading Process
Howdy
PRESENTATION DISCLAIMERThe introduction you are about to receive is not a “certified” training in any of the processes or programs presented.
The information contained in this presentation is my compilation of research and science based materials for reading instruction for which there is reliability data and that I have used to supplement my services as a reading specialist.
HOWEVER, the information included in this introduction does not include all available research and resources on this topic.
PARENT WARNING!
The material provided in this presentation is simply designed to help you identify “symptoms” of your child’s reading ability level.
Like any concern, if the symptoms continue or worsen you need to seek further consultation with professional specialists such as, but not limited to, your pediatrician, school psychologist, teachers, and other specialists as recommended.
Early detection and intervention is key to your child’s success in reading.
Sincerely,
Kristin Cetone, Reading Specialist
Some children continue to struggle to read even when they are taught using
research-based reading strategies called “best practices.”
Why isn’t it working?
How does the cognitive process of the brain impact the ‘reading process?’
My discussion today is a very general overview
of the brain and its functions.
CerebrumFrontal Lobe Parietal Lobe
Temporal LobeOccipital Lobe
Abstract thought processes
Problem solving
Creative thought
Intellect
Judgment
Coordination of movements
Some eye movements
Skilled movements
Sensory combination and comprehension
Some language and reading functions
Some visual functions
Auditory memories
Visual memories
Other memory
Some language
Some speech
www.enchantedlearning.com
What the eyes see, OR the ears hear, OR what the lips say—All has to go to the brain to be processed before we
can:
•Figure out a word
•Recognize a word automatically
•Develop vocabulary and fluency
•Remember events, gain information, or understand what we read.
“Communication within the brain is a collection of separate parts that must learn to work
together.
The two hemispheres of the brain must be able to communicate back and forth with each
other.”
Dr. Paul Maclean
“Think of a simple operation like reading. First of all you are scanning a page back and forth with your eyes. When your eyes are over on the left side, you are activating primarily the
right brain, and when your eyes are on the right side you are activating
primarily the left brain. So you are switching the visual motion back and forth through the brain’s center line.”
-Dr. Paul Maclean
“When you are looking at symbols and forming them into words,the left brain thinks…
“c” plus “a” plus “t” = “cat”and
“j” + “u” + “m” + “p” + “s” = “jumps.
To make sense, to integrate the idea of “cat” and “jumps” you have to go to the right brain. It is the right
brain which creates the meaning and produces the concept of a cat jumping.
A major problem in dyslexia (difficulty in processing print) is faulty communication between the left brain
and the right brain hemispheres.”c a t
?cat
-Dr. Paul Maclean
If we want to become a good dancer or athlete, we have to develop and exercise the basic skills that are
necessary.
The same is true for reading.
Reading is not inherent to human beings. It is learned through developing and exercising those areas of the
brain that control the functions needed for becoming a good reader.
Many scientists today are using the latest in technology such as the f MRI (functional
magnetic resonance imaging) to now actually “see” what parts of the brain function when a
person reads.
This knowledge is being used to help develop ways to stimulate those areas of the brain in
those who are struggling to read.
The New Frontier
The Lindamood-Bell Learning Processes® is a brain-based, multi-sensory cognitive stimulation for
struggling readers.
It is the model you see in the following slide.
It is the model I have used for struggling readers.
This is your brain on reading!
Comprehension
Auditory
Processing
Visual
Processing
Language
Processing
The first component is Auditory Processing
Auditory processing begins with phoneme (a single speech sound) awareness
and “the ability to distinguish one speech sound from another and to ‘perceive’ the
identity, number, and order of speech sounds or speech sounds blended, into a
syllable or word”
Patricia Lindamood, LiPs®, 1998
Encoding is the ability to represent this perception of speech sounds with a visual
code.
A well developed ability to “encode” is the single most important foundational skill in phoneme/alphabet-based languages and is necessary in order to “DECODE” print for
reading.
-Patricia Lindamood, LiPs®, 1998
“We have found that the KEY to helping individuals develop phonemic awareness/auditory conceptual
function and become independent in reading and spelling lies in involving the conscious integration of the three senses
of
hearing * seeing * and feeling.”
-Patricia Lindamood, LiPs®, 1998
Returning to the model: a second component
is Visual Processing.
This requires the development of “symbol imagery,” which is the ability to picture the letters in words on the screen in our minds.
This helps our brain to hold onto and compare in order to translate these symbols
into soundsblend the sounds together, and say what
the word is.The ability to image letter symbols is necessary
for decoding to read, and for spelling and writing.
butterflybutterfly
Decoding is translating letter symbols into speech sounds: turning written patterns into spoken language.
Dog duh-aw-guh
Visual Processing also includes sight words. These are words we just have to recognize the minute we see them. They do not play fair by our sound rules many times. Example: through and though, where the ‘ough’ letter pattern represents two different sounds.
A third component of the reading process is Language Processing.
This is the ability to process spoken words as well as written words. The development of
vocabulary is important for fluency of reading and comprehension.
Concept Imagery is the important key for language processing and comprehension.
This is the ability to connect language (both oral and written) to mental representations or
images.
Language is easier to remember when it is connected to a mental image.
s - u - n
Dual Coding Theory (DCT) by Allan Paivio,PhD.
This is especially important for second language learners.
The word “c – a – t” is learned, remembered, and understood best when the brain can connect the word ‘cat’ to a mental image:
cat
For many, this final brain process is difficult.
As Albert Einstein once said,
“If I Can’t Picture It, I Can’t Understand It.”
The inner 3 circles must all be functioning well in order to achieve
“ the prize” in reading which is Comprehension and enjoyment.
Comprehension requires the brain to take the words it has processed, and put them together
as the “whole” or the Gestalt in order to understand the story or gain information from
the text.
The information I have learned from brain research has given me more
understanding as a Reading Specialist to help struggling readers.
Thank You
Kristin Anderson CetoneAuthor and Reading Specialist
Buckaroo Buckeye-A Little Nut With Big DreamsNuts About Reading™ an informal reading
assessmentvia video conference
Safe ~ Convenient ~ Confidentialvisit www.buckaroobuckeye.com