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