Activity 2 Videos: Science of Reading; Why kids are struggling to learn how to read.
Human brain not hardwired to read
Why do some kids struggle to read? Dyslexia in particular.
Not much info on how skilled reading works.
Kids with dyslexia. DON:T need different from everyone else may need more of it but not different.
Relates well to introduction of Aroha Spelling program and out TAI
Science of Reading:
Two important concepts
1. Reading comp is the product of language comprehension (words you know how to say) and your decoding ability. So kids coming to school need to work out how the words they know how to say are written and decode that - written language. How their spoken language is represented in writing
phonics about decoding words but skilled readers don't decode words. They are are automatically in our brain. How does this work?
So the goal is automatic recognition of words. We don't recognise as whole words
How does it get stored in our brain? through way it sounds (phonology) and spelled (orthography). Looking through the word a lot and it's mapped into (orthographic mapping).
Developing reader So basic teach sounds (alphabetic principle) Phonics of words. SO need to go through a word from left to right all the different sounds and letter combinations then it is mapped into your memory. E.g we know the difference between house and horse as we can quickly see every different letter.
All good readers need phonic skills.
Talked about Balanced Literacy what is being done ATM and not correct: base of phonemic and phonetic knowledge and alphabetical principle. A little bit of everything all at once but this is not what kids need.
Skills that kids need is being lost at the start of school.
Reading needs to be broken into tis parts
Foundation etc went through stages like iDeal
Need a sequence to teach kids and if they are in year 5 phonics still is important if they haven't mastered it
Unless you listen to every kids read out loud all the time we're not going to know what pattern they struggle with.
Important as we don't have time and so need a system to checked kids haven't missed
It was found that Teachers not learning this when being trained nor are they learning abut the structure of English language themselves.
Phonics isn't boring to teach to older kids! Nonnegotiable HAVE TO TEACH PHONICS
It's fun to teach!!!
SO spelling patterns interesting to see where they came from. Fun to teach MUST teach phonics.
Dyslexia means have a phonological weakness brain processes speech sounds differently so need more training- based on neurology.
To sum up teachers need this knowledge!
Video 2: Mark Seidenberg What has research taught us about how children learn to read?
Again child learning to read: Has spoken language and their immediate problem is to learn how print relates to the language they already know
Video 3: The Brain Prize Presents: Stanislas Dehaene
Studies reading: To grasp the alphabet first one must learn to speak
Scope and sequence: Need to master the sounds on the page to a word before you can make meaning of the word. As become expert reader this conversion becomes faster and faster like who words rather than parts/letters when learning. - This has implications for teaching: IN the past the learning of whole words DOESN:T help the reading process at all. What is needed is the explicit teaching of correspondences between letters and sounds. This kind of teaching gets to the correct part of the brain.
Video 4 The Matthew Effect
Analyses The difference between proficient and non proficient readers.
Gap gets bigger as you get older
Help for non-proficient readers is to gain more vocabulary.
Best way is by reading or listening to a series of reading on the same topic.
Video 5: Spelfabet How children learn to read and spell
As opposed to when they get to school they need to read and write so they need to learn
Phonemic awareness:
Segmenting: Pulling worlds apart eg. first, last medial sound etc important for spelling
Blending: Important for reading putting it all together
Manipulation
Kids need to learn orthographic awareness. English language is so tricky:
Kids have to learn e.g letter “o’ has so many different sounds depending on where it is written Not, Son, note, do etc Also graphemes and where they are located.
Have to be a good decoder and well as good language knowledge
Teach adn test these things separately
Child having a problem reading have to dig deeper. First ask: Is the problem decoding? Is the problem the student doesn;t understand what they are reading? Or do thye have both ans if so have to address separately. If problem is language then 2 questions to ask. Is it vocabulary background ( relatively easy to fix) or is it reasoning and syntax ( Just don;t get it, miss the idea)
Webinar The science of Reading
Interesting about struggling readers tend to use the right side of the brain when fluent use the left. Pointed out that this cold b due to poor instruction such as kids using pictures and guessing does it look right sound right etc when being taught to read this encourages the right side of the brain.
We want kids instead to be looking through a word from left to right decoding and using knowledge of
So systematic teaching. I do we do you do modelling, explicit instruction
Scope and Sequence: Specific continuums to cover at each level to work through. Clear and specific laid out for teachers.] from less complex to more complex elements.
Evidence based: the how the practise of reading.
Readings from iDeal
The Science of Reading. Evidence of a new Era of Reading Instruction:
Laura Stewart
Instruction must be explicit; explicit instruction begins with direct instruction and includes guided
practice with decreasing levels of support. In explicit instruction, the objective of the lesson
is clear and teaching is intentional
Instruction must be systematic; systematic
instruction provides a definite scope and sequence
of skills from less complex to more complex and
includes cumulative review. When instruction is
systematic, nothing is left to chance;
Instruction must be engaging: Student must know purpose and
Instruction needs to be intensive. Instruction is
data-driven and focused on essential skills. Students at risk are identified
early on and are provided with specific, targeted
instruction; progress is monitored and adjusted
continually
Reading in the Brain - Stanislas Dehaene
Learning to Read
Reading acquisition involves three major phases:
the pictorial stage, a brief period where
children “photograph” a few words;
the phonological stage, where they learn to decode graphemes into phonemes;
the
orthographic stage, where word recognition becomes fast and automatic. Brain imaging shows that several brain circuits are
altered during this process, notably those of the left occipito-temporal letterbox area. Over several years, the neural activity
evoked by written words increases, becomes selective, and converges onto the adult reading network.
Dyslexia:
Impaired ability to process phonemes. Also confuses left and right and makes mirror errors in reading
Reading and the Brain
Parts of the brain used in reading: A number of brain regions are involved in reading and comprehension.
Among them are the temporal lobe, which is responsible for
phonological awareness and for decoding and discriminating sounds;
Broca’s area in the frontal lobe, which governs speech production and
language comprehension; and the angular and supramarginal gyrus,
which link different parts of the brain so that letter shapes can be put
together to form words.
In addition, there are several important white-matter pathways
involved in reading, White matter is a collection of nerve fibers in the brain—e tracts to a highway system that connects the back of
the brain’s reading network to the front.
white matter tracts are compromised in children with
dyslexia,
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