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ARNIBFA_PPT_SLAC_APRIL23.pptx

1. The Science of Reading How the Brain Works in Reading ARNI B F A TRAINING PROPOSAL

2. Objectives: At the end of the session participants are expected to: understand what the science of reading is and is not; give importance to the power of science or science evidence and its implication to reading instruction; understand the development of the Reading Brain; understand why reading is not a natural process \ according to the Science of Reading; and Use instructional practices that are effective for all children, so teachers can deliver the promise of “literacy for all”.

3. Anticipation Guide Your belief and what you know affect how you teach your learners. Study each statement below and respond to it by checking “Agree” or “Disagree” AGREE DISAGREE The Science of Reading is: ________1. an ideology ________ ________2. not a philosophy. ________ ________3. a political agenda ________ ________4. a one – size – fits – all approach to reading. ________ ________5. not a program of instruction or a specific ________ component of instruction. ________6. An emerging consensus from many related ________ disciplines based on literally thousands of studies.

4. The BRAIN: Its Structure and Functions All human behavior is mediated by the brain and the central nervous system . The process of learning is one of the most important activities of the brain .

5. The Cerebral Hemispheres The human brain is composed of two halves , right hemisphere and the left hemisphere , which appear on casual inspection to be almost identical in construction and metabolism. Each hemisphere contains a frontal lobe, a temporal lobe, an occipital lobe, a parietal lobe, and a motor area. The motor area of each hemisphere controls the muscular activities of the opposite side of the body .

6. Right Brain, Left Brain: Differences in Function Although the two halves of the brain appear almost identical in structure, they differ in function, and these differences appear very early in life.

7. Left Hemisphere Reacts to and controls language-related activities. 90 percent of adults, language function originates in the left hemisphere, regardless of whether the individual is left-handed, right-handed, or a combination of the two. Language is located in the left hemisphere in 98 percent of right-handed people and in a bout 71 percent of left-handed people

8. Right Hemisphere Deals with nonverbal stimuli . Spatial perception , mathematics , music , directional orientation , time sequences , and body awareness are located in the right brain. .

9. Right Brain/Left Brain This duality of the brain has led to speculation that some people tend to approach the environment in a “left-brained” fashion whereas others use a “right-brained approach.” Left-brained individuals are strong in language and verbal skills while “right-brained” individuals have strengths in spatial, artistic, and mechanical skills .. .

10. Concept About Motor Learning • Human learning begins with motor learning • There is a natural sequence of developmental motor stages • Many areas of academic and cognitive performance are based on successful motor experiences .

11. Perception: refers to the cognitive ability of the individual to both recognize and integrate external stimuli . It is a process that occurs essentially in the brain. Perception is a learned skill , which implies that it can be taught .

12. Perceptual-Motor System Basic Rationale : Higher level mental processes for the most part develop out of and after adequate development of the motor system and the perceptual system..

13. Auditory Perception Auditory perception- Interpreting what is heard • Phonological awareness • Auditory discrimination • Auditory memory • Auditory sequencing • Auditory blending

14. Types of Auditory Discrimination * Auditory Memory: is the ability to store and recall what one has heard. For example, the student could be asked to do three activities, such as close the window, open the door, and place the book on the desk. Is the student able to store and retrieve through listening to such directions?

15. Types of Auditory Discrimination * Auditory Sequencing: is the ability to remember the order of items in a sequential list. For example, the alphabet, numbers, and the months of the year are learned as an auditory sequence.

16. Types of Auditory Discrimination • Auditory Blending: is the ability to blend single phonic elements or phonemes into a complete word. Students with such disabilities have difficulty blending, for example, the phonemes m-a-n to form the word man.

17. Visual Perception : Interpreting what is seen • Visual discrimination • Figure-Ground perception • Visual closure • Spatial relations • Object-letter recognition • Reversals • Whole-part perception

18. Visual Discrimination refers to the ability to differentiate one object from another. In a preschool readiness test, for example, the child may be asked to find the rabbit with one ear in a row of rabbits with two ears. • The skill of matching identical letters, words, numbers, pictures, designs, and shapes is another visual discrimination task.

19. Types of Visual Discrimination Figure Ground Discrimination: refers to the ability to distinguish an object from its surrounding background.

20. Visual Closure: is a task that requires the individual to recognize or identify an object even though the total stimulus is not presented. For example, a competent reader is able to read a line of print when the top half of the print is covered .

21. Spatial Relations: refers to the perception of the position of objects in space. In reading, for example, word must be perceived as separate entities surrounded by space.

22. Object and Letter Recognition: is the ability to recognize the nature of objects when viewing them. This includes recognition of alphabetic letters, numbers, words, geometric shapes (such as a square), and objects (such as a cat, a face, or a toy).

23. What all Teachers Should Know The Science of Reading

24. The Is / Is Not of Science of Reading SOR is not: a an ideology philosophy a political agenda a one-size-fits-all approach a program of instruction; or a specific component of instruction SOR is: the emerging consensus from many related disciplines, based on literally thousands of studies, supported by hundreds of millions of research dollars, conducted across the world in many languages.

25. Why Reading is Not a Natural Process.. According to the SOR Learning to speak is a natural process for children , but learning to read is not . Reading needs to be taught explicitly. Children need to learn the different sounds in spoken language and be able to connect these sounds to written letters and make meaning out of print.   

26. Why Reading is Not a Natural Process.. According to the SOR “We human beings were never born to read; we invented reading and then had to teach it to every new generation.” - Mary Ann Wolf

27. The Reading Brain

28. The Reading Brain Three areas of the brain (Sandak, Mencl, Frost, & Pugh, 2004; Houde, Rossi, Lubin, & Joliot, 2010): * Phonological Processor - located towards the front of the brain on the left side. It handles spoken language. Almost everyone is born with this language area intact. * Orthographic Processor - is located towards the back of the brain on the left side. It handles visual images. Almost everyone is born with this visual part of the brain intact. * Phonological Assembly Region – connects vision and speech and is the system that enables reading. No one is born with this neural system that connects both vision and speech. It must be built through instructional experiences. (APA, 2014; Hruby & Goswami, 2011)

29. Brain Science Behind Reading Acquisition

30. Implication to Reading Instruction SOR tells us about: how we learn to read, what goes wrong when students don’t learn; and what kind of instruction is most likely to work best for most students.

31. Theoretical Models: Simple View of Reading D × LC = RC Decoding Language Comprehension Reading Comprehension (Gough and Tunmer, 1986)

32. How Reading Works in the Brain Decoding Language Comprehension Reading Comprehension X = 1 X = = 1 1 1 1 = X X The Simple View of Reading Gogh & Tunmer, 1988 Word Meanings Background Knowledge Listening Comprehension Understanding the Meaning of the Text Word Pronunciation Letter Recognition Connection of Phonemes To Letters Word Recognition

33. The Rope Model

34. Acquiring Word Recognition Adapted from Blevins Phonological awareness supports student understanding the words are made up of a series of discrete sounds. Phonics teaches students how to map these sounds onto letters and spellings. The more phonics students learn, the better able they are to decode , or sound out words efficiently and they begin to build word recognition. When students begin to recognize many words automatically , their reading starts to feel more and more effortless. This is a process called orthographic mapping . Fluency , or reading accurately and smoothly, is partly a by-product of orthographic mapping. As sentences become more complex, students need to get through enough words fast enough to make sense of what they are reading.

35. What Needs to be Taught: The Essential Components of Early Literacy (National Reading Panel, 2000) Skill Definition Phonemic Awareness Noticing, thinking about and working with phonemes (the smallest units of spoken language) Vocabulary & Oral Language Understanding the meaning of words we speak, hear, read, and write Phonics Knowing relationships between sounds (phonemes) and letters (graphemes) Oral Reading Fluency Reading connected text accurately, fluently, and for meaning Reading Comprehension Gaining meaning from text

36. How do you Teach Reading? (National Reading Panel) Explicit Instruction “ Explicit Instruction” m eans that the teacher is the one who takes center stage. The teacher controls the student’s learning by teaching the student. All concepts are directly and explicitly taught to students with continuous student-teacher interaction, guidance, and feedback. SOR shows us that explicit or direct instruction is the most effective teaching approach for students with reading difficulties. (Arden & Vaughn, 2016) In EI, the teacher will first present a lesson with a demonstration. The teacher will then do the lesson together with the student. Finally, the teacher will ask the student to do it without guidance. “I Do, We Do, You Do.”

37. How do you Teach Reading? (National Reading Panel) Phonological Awareness Phonological awareness means that a child can recognize the sounds, rhythm, and rhyme involving spoken words. “You hear it and you speak it.” No print is involved in PA . PA happens way before children are introduced to letters of the alphabet. Research has proven that PA is highly related to success in reading and spelling. PA involves teaching children rhyming, syllable division, and phonemic awareness.

38. How do you Teach Reading? (National Reading Panel) Systematic Phonics Instruction Systematic phonics is the method of teaching students how to connect the graphemes (letters) with the phonemes (sounds) using a clear and well thought out scope and sequence. It includes: Consonant and short vowel sounds Digraphs and blends Long vowels and other vowel patterns Syllables patterns Affixes (Prefixes & Suffixes)

39. “Phonics instruction should continue throughout the elementary grades to build deep and secure neural systems for sight word recognition.” - David Kilpatrick

40. How do you Teach Reading? (National Reading Panel) Structured Literacy Structured literacy approach teaches students phonics, decoding, and spelling skills explicitly in a systematic, sequential, and cumulative step-by-step process. SL approaches are effective in helping students with learning differences, such as dyslexia, learn to read and spell (Spear-Swerling, 2019) SL instruction: Built around a scope and sequence. It dictates the order in which each concept or skill is taught. Each lesson builds upon itself. Student never has to read or spell anything they haven’t been introduced to yet. Stories and text in SL are always decodable. In SL students only read and spell what they have been explicitly taught. Individual skill is taught in isolation from the most basic levels of phonics and to the most advanced spelling rules & morphological concepts.

41. Skill Area Structured Literacy Typical Literacy Practices Phonological Awareness Emphasis on the sounds in spoken language distinct from and prior to phonics instruction; Phoneme awareness used as the starting point for print Letters used as the starting point for print; Reading treated as a visual skill; Confusion of phonemic awareness and phonics; Avoidance of segmenting spoken words Phonics & Spelling Intentional instruction in letter-sound combinations; Sequenced from easier to harder for reading and spelling; Application of word reading in print Taught whole to part (analytic) incidentally as students make mistakes in text or by analogy (word families); Mini lessons responding to student errors Vocabulary & Oral Language Oral language as the reference point for print; Books used for reading aloud are more challenging than those students read independently; Scripted teacher dialogue Modeling reading aloud from the leveled books students will read; Nondirective questioning and discussion Text Reading Fluency Young students read text that is controlled to include only those phonics patterns that have been explicitly taught; Fluency building only after accuracy; High degree of teacher-student interaction with immediate corrective feedback Use of leveled or predictable texts that are not controlled for decoding difficulty; Error response focuses on picture cues or the use of context to determine words; High degree of independent silent reading; Miscue analysis Reading Comprehension Background knowledge, text structure, and strategies overtly modeled and practiced in a planned progression Emphasis on teacher modeling (think aloud); Activities such as choral reading, shared reading and guided reading; Student book choice

42. Conclusion All children deserve to learn to read What is known about how children learn to read can inform our work What and how we teach really matters A focus on prevention will ensure more children learn to read and reduce the need for intervention

43. Next Step: What To Do Now? Build our knowledge Examine what we teach and how Explore our systems of supporting students

44. Discussion Questions : What does the Science of Reading tell us? Why reading is not a natural process according to SOR? 3. How do we develop reading literacy in the early years? 4. What are the appropriate pedagogies in developing early reading literacy?

45. “Do the best you can until you know better. Then when you know better, do better.” We can’t teach what we don’t know. We can stop doing what doesn’t work, and we can dismiss outdated practices based on misconceptions about the process of reading. Instead, we can be guided by the evidence. Statement for Reflection

46. React on these statements All children deserve to learn to read What is known about how children learn to read can inform our work 3. What and how we teach really matters 4. A focus on prevention will ensure more children learn to read and reduce the need to intervention

47. ”It simply is not true that there are hundreds of ways to learn to read. When it comes to Reading, all children have roughly the same Brain that imposes the same constraints And the same learning sequence.” - Stanislas Dehaene

48. Books and Articles Barshay, Jill. (2020). Four things you need to know about the new reading wars.  The Hechinger Report .  https://hechingerreport.org/four-things-you-need-to-know-about-the-new-reading-wars/ Early Reading Instruction: What Science Really Tells Us about How to Teach Reading (The MIT Press, 2004)  https://mitpress.mit.edu/books/early-reading-instruction Hanford, Emily. (2018). At a loss for words: How a flawed idea is teaching millions of kids to be poor readers.  APM Reports .  https://www.apmreports.org/story/2019/08/22/whats-wrong-how-schools-teach-reading Seidenberg, M. (2017).   Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done About It.   New York, N.Y: Basic Books. Maryanne Wolf,  Proust and the Squid: The Story and Science of the Reading Brain . Harper Perennial, 2008. Websites: https://www.readingrockets.org/ https://improvingliteracy.org/ https://dyslexiaida.org/ https://www.thereadingleague.org/

49. Resources https://www.scilearn.com/the-science-of-reading-the-basics-and-beyond/ Barshay, Jill. (2020). Four things you need to know about the new reading wars.  The Hechinger Report .  https://hechingerreport.org/four-things-you-need-to-know-about-the-new-reading-wars/ https://www.zaner-bloser.com/research/the-science-of-reading-evidence-for-a-new-era-of-reading-instruction.php https://www.seattletimes.com/education-lab/what-exactly-does-science-say-about-reading-instruction/ https://cdn.education.ne.gov/wp-content/uploads/2020/11/Nebraska-Session-1-Phonological-Awareness-and-Phonics-2.pdf https://shanahanonliteracy.com/blog/what-is-the-science-of-reading

50. Thank you! 50