Top Ten Top Ten Recent Brain Recent Brain

ResearchResearchFindings in Findings in

ReadingReading

#10#10PathwaysPathways

Dyslexic readers use different brain Dyslexic readers use different brain pathways than do good readers.pathways than do good readers.

Two neural pathways: Two neural pathways: – One for beginning reading, One for beginning reading,

sounding out slowly.sounding out slowly.– The other for speedier more skilled The other for speedier more skilled

reading.reading.

#9#9Findings in Older StudentsFindings in Older Students Imaging studies reveal increased Imaging studies reveal increased

activation in the frontal region.activation in the frontal region. Demonstrating over activation in Demonstrating over activation in Broca’s Broca’s

regionregion (speech center). (speech center). Students use systems in front of brain to Students use systems in front of brain to

compensatecompensate for disruption in back of for disruption in back of brain.brain.

One way the student compensates is to One way the student compensates is to sub vocalizesub vocalize as he reads. as he reads. (Page 82) (Page 82) Overcoming DyslexiaOvercoming Dyslexia, Shaywitz, Sally, MD, Shaywitz, Sally, MD

#8#8Early IdentificationEarly Identification

Reading disabilities diagnosed Reading disabilities diagnosed after after third gradethird grade are much more difficult are much more difficult to remediate.to remediate.

Early ID is important because the Early ID is important because the brain is more brain is more “plastic”“plastic” in younger in younger children and potentially more children and potentially more malleable for re-routing neural malleable for re-routing neural circuits.circuits.

#7#7Brain RepairBrain Repair

One year after an educational intervention….One year after an educational intervention…. The auxiliary pathways on the right side were The auxiliary pathways on the right side were

reduced. (These pathways are associated reduced. (These pathways are associated with slower sounding out skills).with slower sounding out skills).

There was further development of the There was further development of the primary system on the left-side (comparable primary system on the left-side (comparable to that of good readers).to that of good readers).

These left-side posterior circuits are essential These left-side posterior circuits are essential for rapid automatic reading. Shaywitz & for rapid automatic reading. Shaywitz & ShaywitzShaywitz

ReasoningReasoning

Dr. Bennet Shaywitz, theorizes that since Dr. Bennet Shaywitz, theorizes that since the basic circuitry for linking letters to the basic circuitry for linking letters to sounds is disrupted in dyslexic readers, sounds is disrupted in dyslexic readers, they develop and come to rely on they develop and come to rely on other other neural systemsneural systems not only for reading not only for reading but for problem solving.but for problem solving.

They see things in a different way, They see things in a different way, are more creative…they think are more creative…they think outside the box.outside the box.

#6#6SiblingsSiblings

If one child in a family is dyslexic If one child in a family is dyslexic almost half of his brothers/sisters are almost half of his brothers/sisters are also likely to be dyslexic.also likely to be dyslexic.

The gene research on this area has The gene research on this area has shown no single dominant gene, shown no single dominant gene, probably several involved.probably several involved.

# 5# 5GenderGender

No significant differenceNo significant difference was found was found in the prevalence of reading disability in in the prevalence of reading disability in the boys and girls we identified. the boys and girls we identified. Shaywitz, S. Shaywitz, S. (Page 32)(Page 32)

#4#4MythMyth

The deficit responsible for the The deficit responsible for the disorder resides in the language disorder resides in the language system … it resides in only a system … it resides in only a small small part of the language system, the part of the language system, the Phonological modulePhonological module.. (Page 41)(Page 41)

#3#3MythMyth

Children with dyslexia are Children with dyslexia are notnot usually prone to seeing letters or usually prone to seeing letters or words backwards.words backwards.

b d

#2 Reading is not in the #2 Reading is not in the genes.genes.

Speaking is natural, reading is not.Speaking is natural, reading is not. Reading is Reading is notnot built into the genes, it built into the genes, it

is acquired. is acquired.

Reading has only been in existence Reading has only been in existence for 5,000 years, speaking has existed for 5,000 years, speaking has existed for far longer.for far longer.

#1 Sounds vs. Whole word#1 Sounds vs. Whole word

Everyone reads sound-by-sound.Everyone reads sound-by-sound.

Early Warning SignsEarly Warning Signs

Delay in speakingDelay in speaking MispronouncingMispronouncing MisnamingMisnaming Insensitivity to Insensitivity to

rhymerhyme Talks around a wordTalks around a word Word retrievalWord retrieval

Understands Understands meaning of wordsmeaning of words

Difficulty with Difficulty with segmenting, segmenting, blending, and rapid blending, and rapid namingnaming

Difficulty knowing Difficulty knowing letter names, soundsletter names, sounds

Later SignsLater SignsDyslexic readers:Dyslexic readers:

Require many more exposures to a printed Require many more exposures to a printed word over a much longer period of time.word over a much longer period of time.

Has difficulty with the Has difficulty with the littlelittle words; in, on, words; in, on, the.the.

Reading Reading nonsensenonsense words is the best words is the best measure of phonologic decoding skill measure of phonologic decoding skill deficit.deficit.

Often do better on tests of reading Often do better on tests of reading comprehension than on decoding isolated comprehension than on decoding isolated single words.single words.

Key Elements of Effective Early Key Elements of Effective Early InterventionIntervention

SystematicSystematic and and directdirect instruction ininstruction in– Phonemic awarenessPhonemic awareness– Explicit PhonicsExplicit Phonics

Practice in applying skills to Practice in applying skills to reading/writing reading/writing

Fluency trainingFluency training Enriched language experiencesEnriched language experiences

Teaching SLD StudentsTeaching SLD Students to Read to Read

……use state-of-the-art evidence based use state-of-the-art evidence based instructional strategies and instructional strategies and commercial reading programs.commercial reading programs.

For more information see numerous For more information see numerous reading programs reviewed in reading programs reviewed in chapters 15 – 19 of chapters 15 – 19 of Overcoming Overcoming DyslexiaDyslexia (as reviewed by the (as reviewed by the National Reading Panel).National Reading Panel).

Oral ReadingOral Reading

Once a student is fairly fluent and has Once a student is fairly fluent and has received adult feedback, use received adult feedback, use Guided Guided Repeated Oral Reading.Repeated Oral Reading.

To build up the numerous repetitions To build up the numerous repetitions needed, use:needed, use:

Peer practicePeer practice Tape-recorderTape-recorder Repeated Repeated

readingreading Paired readingPaired reading

Shared readingShared readingAssisted readingAssisted readingEcho readingEcho reading

In the Future…In the Future… we may be able to more precisely target we may be able to more precisely target

our interventions.our interventions. we may be able to pinpoint interventions we may be able to pinpoint interventions

that are scientifically sound.that are scientifically sound. we may be able to diagnose earlier and we may be able to diagnose earlier and

apply interventions that reduce reading apply interventions that reduce reading problems in the intermediate years.problems in the intermediate years.