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Turning the Brain on for Reading

Turning the Brain on for Reading. Dr. Valerie Scaramella-Nowinski Drina Madden M.A., C.A.S. Brain Scan to Lesson Plan. Rhythms Reflexes Relationships. Brain Scan to Lesson Plan. Development is dependent upon: Genetic Predisposition

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Turning the Brain on for Reading

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  1. Turning the Brain on for Reading Dr. Valerie Scaramella-Nowinski Drina Madden M.A., C.A.S. C.H.I.L.D Foundation www.childhealthlearn.org

  2. Brain Scan to Lesson Plan Rhythms Reflexes Relationships C.H.I.L.D Foundation www.childhealthlearn.org

  3. Brain Scan to Lesson Plan Development is dependent upon: Genetic Predisposition Brain Structure - Electrical – Chemical Pathways Internal Economy External/Environmental Cues C.H.I.L.D Foundation www.childhealthlearn.org

  4. Awakening the Brain Understanding Brain Pathways Leads to More Specific Diagnosis and Treatment Leads to Healthy Development C.H.I.L.D Foundation www.childhealthlearn.org

  5. Awakening the Brain Functions of Development • Multisensory Attention • Memory • Speech/Language • Sensory/Motor • Mood/Social • Executive Function Systems Biology C.H.I.L.D Foundation www.childhealthlearn.org

  6. Systems Biology MULTISENSORY ATTENTION C.H.I.L.D Foundation www.childhealthlearn.org

  7. Systems Biology MEMORY C.H.I.L.D Foundation www.childhealthlearn.org

  8. Systems Biology SPEECH/LANGUAGE C.H.I.L.D Foundation www.childhealthlearn.org

  9. Systems Biology SENSORY/MOTOR C.H.I.L.D Foundation www.childhealthlearn.org

  10. Systems Biology MOOD/SOCIAL C.H.I.L.D Foundation www.childhealthlearn.org

  11. Systems Biology EXECUTIVE FUNCTION/PLANNING C.H.I.L.D Foundation www.childhealthlearn.org

  12. Awakening the Brain Stronger Brain Pathways lead to Development of the Functions of Learning C.H.I.L.D Foundation www.childhealthlearn.org

  13. Awakening the Brain STRONG STIMULUS = STRONG RESPONSE Weak stimulus = Weak response C.H.I.L.D Foundation www.childhealthlearn.org

  14. Awakening the Brain PARADOX 1 STRONG STIMULI Weak response C.H.I.L.D Foundation www.childhealthlearn.org

  15. Awakening the Brain PARADOX 2 Weak stimuli STRONG RESPONSE C.H.I.L.D Foundation www.childhealthlearn.org

  16. Awakening the Brain Poor Synchrony/Timing can affect all sensory pathways – rhythms and reflexes (Light/Dark, Loud/Soft, Heavy/Light, Slow/Fast…) C.H.I.L.D Foundation www.childhealthlearn.org

  17. Awakening the Brain Better synchrony/timing consolidates multisensory memory This is the Basis of Learning C.H.I.L.D Foundation www.childhealthlearn.org

  18. Awakening the Brain WeLEARNby MULTISENSORY • Repetition • Recollection • Reflection C.H.I.L.D Foundation www.childhealthlearn.org

  19. Awakening the Brain What makes us human is the complexities of language C.H.I.L.D Foundation www.childhealthlearn.org

  20. Awakening the Brain We need repetition, recollection and reflection of all sensory experiences for language to develop C.H.I.L.D Foundation www.childhealthlearn.org

  21. Awakening the Brain As sensory rhythms and reflexes are synchronized (the “in-sync” child) language pathways are being strengthened C.H.I.L.D Foundation www.childhealthlearn.org

  22. Awakening the Brain External speech Becomes Internal speech Which governs self-regulation of behavior/executive function C.H.I.L.D Foundation www.childhealthlearn.org

  23. Awakening the Brain Expression /Self-Regulation/Planning Reception /Analysis /Storage Rhythm/Synchrony C.H.I.L.D Foundation www.childhealthlearn.org

  24. Awakening the Brain • WHAT’S THE BRAIN DOING WHILE YOU LEARN? • WHAT’S LANGUAGE ALL ABOUT? • DYSLEXIA • TURN ON THE BRAIN FOR LANGUAGE/READING • STRENGTHENING LANGUAGE IN THE CLASSROOM C.H.I.L.D Foundation www.childhealthlearn.org

  25. Turning the Brain on for Learning • LANGUAGE DEPENDS UPON • Ability to pay attention • Relaxed alertness • A well designed visual system • A well designed auditory system • A strong sensorimotor system • A strong memory system • Ability to execute a plan/organize C.H.I.L.D Foundation www.childhealthlearn.org

  26. Turning the Brain on for Learning • Attention to: • What you SEE • Your world • The squiggles on paper • This requires the coordination of different brain areas cat C.H.I.L.D Foundation www.childhealthlearn.org

  27. Turning the Brain on for Learning • Eyes must focus - together C.H.I.L.D Foundation www.childhealthlearn.org

  28. Turning the Brain on for Learning C.H.I.L.D Foundation www.childhealthlearn.org

  29. Turning the Brain on for Learning • Eyes must perceive shape and size of symbols a B c d • Eyes must “track” motion C.H.I.L.D Foundation www.childhealthlearn.org

  30. Turning the Brain on for Learning • Coordinated eye movements C.H.I.L.D Foundation www.childhealthlearn.org

  31. Turning the Brain on for Learning • Uncoordinated eye movements C.H.I.L.D Foundation www.childhealthlearn.org

  32. Turning the Brain on for Learning • Visual brain must notice/perceive symbols f r o g • Visual experiences must be stored • Memory: retrieval from storage • Output/expression: a complex task frog C.H.I.L.D Foundation www.childhealthlearn.org

  33. Turning the Brain on for Learning • Attention to what you HEAR • Environment and the People in it • The individual sounds of the human voice • Pitch • Volume • Tone • Frequency Mary little lamb had a Mary had a little lamb MARY HAD A LITTLE LAMB C.H.I.L.D Foundation www.childhealthlearn.org

  34. Turning the Brain on for Learning • Ears need a clear/clean hearing path • Ears must modulate sounds C.H.I.L.D Foundation www.childhealthlearn.org

  35. Turning the Brain on for Learning • Auditory system must notice/perceive different sounds /p/ /b/ • Phonemic awareness (noticing the individual sounds in words) must occur /c//a//t/ cat C.H.I.L.D Foundation www.childhealthlearn.org

  36. Turning the Brain on for Learning • Sounds and experiences must be stored • Storage must be accessed C.H.I.L.D Foundation www.childhealthlearn.org

  37. Turning the Brain on for Learning • Attention to and storage of sensorimotor experiences C.H.I.L.D Foundation www.childhealthlearn.org

  38. Turning the Brain on for Learning • Multisensory Reflexes Begin in Utero to assist survival C.H.I.L.D Foundation www.childhealthlearn.org

  39. Turning the Brain on for Learning • Sensorimotor reflex development • Relaxed Alertness fosters appropriate reflex development C.H.I.L.D Foundation www.childhealthlearn.org

  40. Turning the Brain on for Learning • Needs a combined sensory experience C.H.I.L.D Foundation www.childhealthlearn.org

  41. Turning the Brain on for Learning • READING NEEDS • Ability to combine motor, visual and auditory memories • Blend sounds and symbols f-r-o-g • Hold new blended sounds in memory • Connect to create a whole word • Connect to world experiences • Head/neck movement: eye-hand coordination • Relaxed alertness • Ability to hold new symbolic connections in memoryfrog C.H.I.L.D Foundation www.childhealthlearn.org

  42. Turning the Brain on for Learning • READING NEEDS • Ability to apply meaning to the combined words and experiences “I love to read” • Ability to recall the full impressions gained through the reading process • Images • Posture • Words • Word meaning • Understanding of content C.H.I.L.D Foundation www.childhealthlearn.org

  43. Turning the Brain on for Learning • READING NEEDS • To be applied to everyday life memories • To enhance abstract thinking C.H.I.L.D Foundation www.childhealthlearn.org

  44. Turn On The Reading Brain • The human brain is not hard-wired for reading C.H.I.L.D Foundation www.childhealthlearn.org

  45. Dyslexia • Dyslexia is a difficulty with the multisensory regulation of language • Attention, reception, storage, expression • Verbal and nonverbal C.H.I.L.D Foundation www.childhealthlearn.org

  46. Dyslexia • A student can be GIFTED and have Dyslexia C.H.I.L.D Foundation www.childhealthlearn.org

  47. Dyslexia • Brains of dyslexics are formed differently than non-dyslexics C.H.I.L.D Foundation www.childhealthlearn.org

  48. Dyslexia • Inefficient brain connections make sounds, symbols and movements hard to locate C.H.I.L.D Foundation www.childhealthlearn.org

  49. Dyslexia • Dyslexics have cognitive difficulty associated with: • Visual to verbal coding • Short term memory • Order perception • Sequencing C.H.I.L.D Foundation www.childhealthlearn.org

  50. Dyslexia • For dyslexics, reading is • inaccurate • slow • laborious C.H.I.L.D Foundation www.childhealthlearn.org

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