the reading brain jenny thomson ht100 1 st november, 2010

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The Reading Brain Jenny Thomson HT100 1 st November, 2010

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What is reading?

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Page 1: The Reading Brain Jenny Thomson HT100 1 st November, 2010

The Reading BrainJenny Thomson

HT1001st November, 2010

Page 2: The Reading Brain Jenny Thomson HT100 1 st November, 2010

Today’s session

1. Recap on what we know about reading2. The E-M-B perspective!

Page 3: The Reading Brain Jenny Thomson HT100 1 st November, 2010

What is reading?

Page 4: The Reading Brain Jenny Thomson HT100 1 st November, 2010

Reading is… A complex activity

Page 5: The Reading Brain Jenny Thomson HT100 1 st November, 2010

Ace

Page 6: The Reading Brain Jenny Thomson HT100 1 st November, 2010
Page 7: The Reading Brain Jenny Thomson HT100 1 st November, 2010

Reading is… A complex activity Not natural

Page 8: The Reading Brain Jenny Thomson HT100 1 st November, 2010

Reading is… A complex activity Not natural A different set of demands across languages

moikka

Page 9: The Reading Brain Jenny Thomson HT100 1 st November, 2010

And teachers have to teach this?!

Which skills need to be taught? When do you teach them? Might different children need more focus on

different parts of the process?

Page 10: The Reading Brain Jenny Thomson HT100 1 st November, 2010

Psychology to the rescue?

Phonological sensitivity is important to early reading Skilled reading involves a process that is less reliant

on phonology exclusively, but also involves direct visual recognition

Simple view of reading Reading comprehension = Word Recognition + Listening

Comprehension

Page 11: The Reading Brain Jenny Thomson HT100 1 st November, 2010

So…

We psychology!

But…

Page 12: The Reading Brain Jenny Thomson HT100 1 st November, 2010

It hasn’t told us everything

While psychology-informed best practice works for many, many students and 70% of struggling readers, 30% remain as “treatment resistors”

Even a minimal neuroscience background suggests that the brain is not composed of boxes and arrows

Page 13: The Reading Brain Jenny Thomson HT100 1 st November, 2010

What are the options?

Psychology can step up its game We could see if neuroscience can add some insights Psychology and neuroscience could join forces to

answer educational questions None of the above

Page 14: The Reading Brain Jenny Thomson HT100 1 st November, 2010

Psychology stepping it up

1. Accept and learn to love equifinality2. Use its existing tools to understand phonology and

reading subskills more

Page 15: The Reading Brain Jenny Thomson HT100 1 st November, 2010

What about neuroscience?

And let’s remind ourselves of the critical question

While psychology-informed best practice works for many, many students and 70% of struggling readers, 30% remain as “treatment resistors”

Page 16: The Reading Brain Jenny Thomson HT100 1 st November, 2010

What about neuroscience?

Post-mortem studies Functional studies e.g. fMRI and EEG/ERP Structural studies e.g. DTI

Page 17: The Reading Brain Jenny Thomson HT100 1 st November, 2010
Page 18: The Reading Brain Jenny Thomson HT100 1 st November, 2010

This is neat hypothesis…

What are the implications for identification and intervention for individuals with dyslexia?

Page 19: The Reading Brain Jenny Thomson HT100 1 st November, 2010

What about neuroscience? Post-mortem studies Functional studies e.g. fMRI and EEG/ERP

Page 20: The Reading Brain Jenny Thomson HT100 1 st November, 2010

This is also very neat… Does this add further educational implications? Do you see any limitations?

Page 21: The Reading Brain Jenny Thomson HT100 1 st November, 2010

VWFA What has functional fMRI told us about the visual

word form area (VWFA)?

Page 22: The Reading Brain Jenny Thomson HT100 1 st November, 2010

Enter ERP…

Electrical potentials generated during neurotransmission Recorded from electrodes on surface of scalp Time-locked signal averaging extracts very small event-

related potentials from the EEG Resulting averaged waveform is series of positive and

negative deflections, called ‘peaks’, ‘waves’ or ‘components’. The sequence of components following the stimulus reflects

the sequence of neural processes triggered by the stimulus

Page 23: The Reading Brain Jenny Thomson HT100 1 st November, 2010

Luck, Woodman & Vogel, 2000

Page 24: The Reading Brain Jenny Thomson HT100 1 st November, 2010

Back to the VWFAERP studies in adults have shown that within 200 ms of

viewing a visual word, electrical activity recorded over left posterior inferior regions of skilled readers responds differently to visual words versus control stimuli (i.e., strings of novel letter-like characters).

N170 – represents fast perceptual specialization

Page 25: The Reading Brain Jenny Thomson HT100 1 st November, 2010

Study design

Page 26: The Reading Brain Jenny Thomson HT100 1 st November, 2010

Results Non-linear, experience-

dependent plasticity

Page 27: The Reading Brain Jenny Thomson HT100 1 st November, 2010

Tying things together If our question is why do 30% of struggling readers

not respond to instructional best-practice…

…Neuroscience and converging methodologies have burgeoning potential to help us understand developmental pathways, individual differences and response to intervention

But we’re not there yet!