Building the Brain for Literacy - Amazon S3 · 2018-03-03 · 2/26/2018 ©2018 Learning By Design,...
Transcript of Building the Brain for Literacy - Amazon S3 · 2018-03-03 · 2/26/2018 ©2018 Learning By Design,...
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Building the Brain for Literacy Language Essentials & Best Practices
Georgia Organization of School-Based SLPs, GA • 3/8/18
Introduction
Jan Wasowicz, Ph.D., CCC-SLP Speech-language pathologist
Licensed professional educator w/ multiple endorsements from the State Teacher Certification Board of Illinois
Founder, Learning By Design, Inc.
Author, SPELL-Links to Reading & Writing
Inventor, Earobics
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Disclosure
Financial interest disclosure: Dr. Wasowicz is president of Learning By Design, publisher of the SPELL-2 assessment software and the SPELL-Links to Reading & Writing word study curriculum. Case study reports from SPELL-2 and activities from SPELL-Links may be used to illustrate the principles of assessment and instruction covered in this presentation.
Overview & Objectives
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Spoken Language
Written Language
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Literacy: Written Language
Word Study
We learn to read and write through word study.
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Word Study
We continually learn to read and write new words through word study.
Word Study
We continually learn to read and write new words through word study.
kakorrhaphiophobia
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A systematic way of learning, practicing, and applying knowledge about the sounds, letters,and meanings of words.
(the language constructs of words)
Word Study
OK
MK
SEMMOI
PA
© 2012 Learning By Design, Inc.
Five Block Model
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Phonology
Phonics
Syllable Instruction
Morphology
Syntax
Semantics
Structured Literacy Instruction
SLPs DO Structured Literacy Instruction!
Systematic
Cumulative
Explicit Instruction
Diagnostic Teaching
Structured Literacy Instruction
WE DO THIS!
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A systematic way of learning, practicing, and applying knowledge about the sounds, letters,and meanings of words.
(the language constructs of words)
Word Study
It All Begins...
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The Brain
© Learning By Design, Inc.
The Brain: Re-Wired
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~MaryAnne Wolf, Proust & the Squid
The Brain: Re-Wired
Each brain, in each and every one of us, must “re-purpose” regions of the brain – biologically designed for other purposes – and create new circuits / new connections within the brain to be able to read and write.
Develop specialization of neurons within the innate structure: “neuronal recycling”
Create new connections between innate regions of the brain: “functional connectivity”
Develop automaticity for retrieving representations within the structures and in the connections among the structures: “neural circuit efficiency”
The Brain: Re-Wired
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SEM
PAPA
Speaking & Listening
The Brain: Re-Wired
MaryAnne Wolf, Proust & the Squid
SEM
PAPA
Fusiform gyrus
Seeing and Moving
The Brain: Re-Wired
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SEM
PAPA
OK
Reading & Writing
The Brain: Re-Wired
SEM
© Learning By Design, Inc.
The Brain: Re-Wired
Attention, memory, planning, self-monitoring…Berninger
Coordination of ideation, language processes, motor aspects; Berninger
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SEM
© Learning By Design, Inc.
Ruh-Roh! Brain ‘Glitch’
DyslexiaDysgraphia
• Several genes (ROBO1, DCDC2, DXY1C1, KIAA0139) have been reported as possibly linked to susceptibility for dyslexia. It is believed that the majority of these genes play a role in early brain development.
Genetic Factor
Brain ‘Glitch’
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• Atypical neuronal migration and/or synaptic development
• Atypical axonal growth, glutamatergic transmission. subtle cortical malformations, atypical sulcal pattern, atypical neural response, and/or neurometabolites Cho and Glu
Brain Structure & Function Factors
Brain ‘Glitch’
• Atypical development of cortical thickness, myelinination, functional activity pattern, and/or functional connectivity
• Atypical development of structural and functional connectivity of the reading circuitry
Brain Structure & Function Factors
Brain ‘Glitch’
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~Ozernov-Palchik, 2016
Brain regions important for reading that are commonly found to be associated with atypical function or structure in dyslexia.
Brain ‘Glitch’
PA
SEMPA
zzPA
SEM OK
MOI
MK
Brain ‘Glitch’
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PA
SEMPA
PA
SEM OK
MOI
MK
Brain ‘Glitch’
Not only is there a delay (timing issue), there is an integration (connectivity) issue, with the right hemisphere performing functions usually handled by LH.
Composite sketch of major brain findings for individuals with dyslexia:
~MaryAnne Wolf, Proust & the Squid
Brain ‘Glitch’
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• Atypical sensorimotor abilities (vision and hearing and/or perceptual functions
• Atypical development of language and/or attention
• Atypical PA, verbal working memory, RAN, letter knowledge, vocabulary, EF
Perceptual/Cognitive Factors
Brain ‘Glitch’
• Low verbal, low print home• Parental educational and
socioeconomic status• Adverse community and/or
cultural influences
Environmental ‘Glitch’
Environmental Factors
• Ineffective schooling• Limited instructional
resources and/or insufficient parent involvement
• ELL/ESL
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Shouldn’t reading & writing instruction begin there?
Wired for Oral Language
Wired & Ready to Go?
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Wired & Ready to Go?
Wired & Ready to Go?
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Wired & Ready to Go!
Instruction=
Language!
Solution
Good reading and writing instruction is
good reading and writing instruction.
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OK
MK
SEMMOI
PA
© 2012 Learning By Design, Inc.
Solution
OK
MK
SEMMOI
PA
© 2012 Learning By Design, Inc.
Solution
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SEM
© Learning By Design, Inc.
The Brain: Re-Wired
Attention, memory, planning, self-monitoring…Berninger
Coordination of ideation, language processes, motor aspects; Berninger
Paradigm Shift
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Current Best Practices
Spee
ch to
Prin
t
Mul
ti-Li
ngui
stic
Stat
istica
l Lea
rnin
g
Current Best Practices
Spee
ch to
Prin
t
Speech to Print
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Shouldn’t reading & writing instruction begin there?
Wired for Oral Language
Traditional Instruction
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Paradigm Shift
Paradigm Shift
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"We read with our eyes, but the
starting point for reading is
speech....Writing and speech are
not interchangeable but they are
closely intertwined, each deeply
affecting the other, like a couple
of linguistic codependents with
serious boundary issues."
Paradigm Shift
• Unequal improvement in spelling and reading of practicedwords
• Only partial transfer of orthographic knowledge to reading newwords
• Equal improvement in spelling and reading of practiced words
• Complete transfer of orthographic knowledge to spelling new words
(Conrad, 2008)
Reading instruction Spelling Instruction
2nd grade students, 1 week instruction
Current Research
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(Roberts & Meiring, 2006)
Current Research
(Rosenthal & Ehri, 2011)
Current Research
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Wolter, EBP Briefs, 2009
Dr. Julie WolterUniversity of Montana, Missoula
Current Research
(James, Jao, & Berninger, 2016)
Current Research
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Current Research
Spelling Decoding Reading fluency Vocabulary Reading comprehension Accuracy and complexity of written
language Writing fluency and organization Academic performance across the
curriculum Job potential and career success
Current Best Practices
Spee
ch to
Prin
t
Mul
ti-Li
ngui
stic
Multi-Linguistic
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Traditional Stage Models
A
Traditional Stage Models
MOIMOI
Traditional Instruction
Old Neuro Model
~Dehaene, 2009
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Connectionist Model
~Dehaene, 2009
Paradigm Shift
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Repertoire ModelMulti-linguistic Model
Connectionist Model
Paradigm Shift
Traditional Stage Models
A
Current Best Practices
MOIMOI
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OrthographyPhonology
SemanticsMorphology
PA OK
SEMMK
MOI“sight words”
“Spellings become bonded to pronunciations and to meaningin memory.” Ehri.
S T O P
/s/ /t/ /o/ /p/
Paradigm Shift
OrthographyPhonology
SemanticsMorphology
PA OK
SEMMK
MOIS AI D
/s/ /E/ /d/
Paradigm Shift
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Paradigm Shift
Lexicon
High Frequency Words
Regular
“cat”
Irregular
“laugh”
Low Frequency Words
Regular
“lampoon”
Irregular
“plaid”
Frequency and orthotactic probabilities affect development of MOI.
Outcomes Data
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Outcomes Data
Outcomes Data
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Current Best Practices
Spee
ch to
Prin
t
Mul
ti-Li
ngui
stic
Stat
istica
l Lea
rnin
g
Statistical Learning
Traditional Instruction
Declarative Knowledge
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Traditional Instruction
Declarative Knowledge
Process Approach & Statistical Learning
Paradigm Shift
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Process Approach & Statistical Learning
Paradigm Shift
Process Approach & Statistical Learning
Paradigm Shift
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“hunters and gatherers of statistical data”
“The reader has to be able to count, not
in the sense of counting the number of
pitches thrown by the sixth inning but
rather in the sense of implicitly tracking
statistical regularities in language and
how they relate to the world as it is
experienced.
Paradigm Shift
Learning to read is the process of acquiring the
several types of statistical knowledge that
support rapid and efficient comprehension,
starting with phonological structure, orthographic
structure, the mappings between orthography
and phonology, vocabulary, and grammar.
Deficits in any of these areas can seriously
interfere with children's progress and adult
proficiency. These types of knowledge differ --
spelling is not the same as vocabulary or
grammar -- but they are all statistical, involving
the frequencies and co-occurrences of the
elements out of which they are composed.”
Paradigm Shift
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Increase exposure and attention to orthographic detail and integrate sounds-letters-meanings.
Current Best Practices
Share’s Self-Teaching hypothesis: phonological recoding contributes to orthographic learning by drawing attention to letter detail and word-specific spelling sound relations.
Current Best Practices
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Current Best Practices
Apel’s fast-mapping research: fast-mapping can occur without phonological recoding.
Current Best Practices
“Their ability to acquire the initial orthographic representations...was affected by the linguistic statistical regularities of the words. The results provide evidence of orthographic learning during structured storybook reading and for the use of implicit linguistic statistical regularities for learning new orthographic word forms in the early stages of reading development.”
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Current Best Practices
Repeated, meaningful, exposures
Current Best Practices
Spee
ch to
Prin
t
Mul
ti-Li
ngui
stic
Stat
istica
l Lea
rnin
g
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What DOESN’T Work
Common practice:
• Writing each spelling word several times each
• Using flash cards for memorizing sight words
• Guessing a word using context clues when reading
Meta-linguistic
Gets students thinking and talking about the sounds, letters, and meaningsof words.
Paradigm Shift
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Paradigm Shift
unmistakable
Linguistic Components
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unmistakable
PA
PA
OK
SEM
MK
MOI
Linguistic Components
Paradigm Shift
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Paradigm Shift
Paradigm Shift
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Calling all SLPs…!
Calling all SLPs…!
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Calling all SLPs…!
SPELL-Links Word Study
Speech to PrintMulti-LinguisticMeta-Linguistic
PA
OK
SEM
MOI
MK
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SPELL-Links Word Study
Written & Oral Language
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Oral & Written Language
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Written & Oral Language
Continue the Learning...
PROFESSIONAL LEARNING COMMUNITY
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unmistakable
PA
PA
OK
SEM
MK
MOI
Linguistic Components