building the brain for literacy - amazon s3 · 2018-03-03 · 2/26/2018 ©2018 learning by design,...

2/26/2018

©2018 Learning By Design, Inc. www.learningbydesign.com

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


The Brain: Re-Wired

Attention, memory, planning, self-monitoring…Berninger

Coordination of ideation, language processes, motor aspects; Berninger

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SEM


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!

Instruction=

Language!

Solution

Good reading and writing instruction is

good reading and writing instruction.

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OK

MK

SEMMOI

PA


Solution

OK

MK

SEMMOI

PA


Solution

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SEM


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


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


Spee

ch to

Prin

t

Mul

ti-Li

ngui

stic

Multi-Linguistic

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Traditional Stage Models

A


MOIMOI


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


A


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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Spee

ch to

Prin

t

Mul

ti-Li

ngui

stic

Stat

istica

l Lea

rnin

g

Statistical Learning


Declarative Knowledge

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Declarative Knowledge

Process Approach & Statistical Learning

Paradigm Shift

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Paradigm Shift


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.


Share’s Self-Teaching hypothesis: phonological recoding contributes to orthographic learning by drawing attention to letter detail and word-specific spelling sound relations.


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Apel’s fast-mapping research: fast-mapping can occur without phonological recoding.


“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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Repeated, meaningful, exposures


Spee

ch to

Prin

t

Mul

ti-Li

ngui

stic

Stat

istica

l Lea

rnin

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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


Paradigm Shift

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Paradigm Shift

Paradigm Shift

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Calling all SLPs…!


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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

unmistakable

PA

PA

OK

SEM

MK

MOI


building the brain for literacy - amazon s3 · 2018-03-03 · 2/26/2018 ©2018 learning by design,...

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