Category: Reading Brain Connections

What is Reading Fluency?

Reading fluency requires many different components working together to produce accurate reading fluency. Reading fluency is defined as “reading skills that involve the ability to read text aloud with accuracy, appropriate rate, and good expression” (Ray, 2017). The skills necessary and the degree of dependency on those components for reading a written passage change over time. Students will rely more on letter-sound correspondences to decode words when they are beginning to learn how to read and more on orthographic mapping as their reading abilities increase. Students will also depend more on their oral language or phonemic awareness abilities when they are first learning how to read. All students begin to read at the same point, no matter the age. In this blog I will focus on the accuracy part of reading fluency. In the future blogs, I will discuss the rate and good expression of reading fluency.

Reading fluency is dependent on how accurate the passage is read. This is the ability to read aloud written words or symbols on a page with little or no mistakes. Reading accuracy develops in layers, beginning with the foundation – oral language ability. This is developed through student environment, with their immediate or home environment having the largest impact on their oral language development. This means that students begin learning how to read through the individuals that they spend the most time interacting with. These individuals assist in their development of phonological awareness skills; the ability to recognize and manipulate sound parts of words, like phonemes and on-set rimes. Student phonological awareness skills before learning how to read written words usually dictates their rate of acquiring reading skills.

Another vital skill in the development of reading accuracy is knowing each individual phoneme and how it is represented by grapheme(es), which is letter – sound correspondences. This skill is essential for initially learning how to read. This skill gives students the power to decode written words. Student will combine this skill with their phonemic awareness skills, such as rhyming to decode words. Some students will learn this with little instruction. The majority of students need explicit, direct instruction accompanied with lots and lots and lots of practice. And still, some will need direct one-on-one instruction that includes oral, visual, auditory, kinesthetic, and tactile components. Students will continue to rely on their knowledge of graphemes and their corresponding phonemes through-out their lifetime.

Another skill that is necessary for reading accurately is the ability to break down multisyllabic words into more manageable parts, sometimes called chunking. Students begin to automatically divide and conquer multisyllabic words based on their knowledge of phonemes, graphemes, syllables, and morphemes. This skill becomes more relevant after students learn how to accurately decode CVC, CVCe, CCVC and CCVCe words. Students use their knowledge of syllable types and morphemes to breakdown a multisyllabic word. The different syllable types have recognizable patterns that help the reader to decode words. Over time the student brain develops a “catalog” of rules and patterns about letters and groups of letters (orthographic knowledge) to increase the speed in which a person conquers new or previously introduced words that still need practice. Students use their orthographic mapping skills to permanently store a word for instant retrieval. Over time students will naturally depend less on the individual phonemes to decode words and rely more on their orthographic knowledge and mapping abilities.

Why worry about reading accuracy? Student usage of the words read in a passage is compromised when students are unable to accurately read at least 95% of the words. The inaccuracy usually causes a cognitive overload, similar to an overload on an energy circuit. The connection is disabled.

Learning how to read is not a naturally phenomenon. Each person has to learn, develop new skills in order to read written words. These skills are usually taught in a systematic format beginning with oral language knowledge and skills.

In my next blog I will discuss the appropriate rate necessary for reading fluency.

References
Apel K. What is orthographic knowledge? Lang Speech Hear Serv Sch. 2011 Oct;42(4):592-603. doi: 10.1044/0161-1461(2011/10-0085). Epub 2011 Aug 15. PMID: 21844399.
Ray, J. S. (2017). Tier 2 intervention for students in grades 1-3 identified as at-risk in reading. (Doctoral dissertation, Walden University). https://scholarworks.waldenu.edu/dissertations/3826/
Reading Rockets (2024). Basics: sight words and orthographic mapping.
https://www.readingrockets.org/reading-101/reading-and-writing-basics/sight-words-and-orthographic-mapping

Reading Development – Stage Three of Cognitive Maturation: Concrete Operations, Ages 7 – 11

The research states that students reach a pivotal stage in cognitive development about the age of seven (Binet & Simon, 1916; Fowler, 1983; Piaget & Inhelder, 1966; Vygotsky, 1934). Students are moving from symbolic to concrete stage of cognitive development. Student cognition connections (networks) are growing in a layered fashion. Students move from processing information externally through discussion to internally processing information. Students are better able to form pictures in their mind and transfer those images on to paper. Students become better able to collaborate and their conversations become heavier in substance as they grow through this stage. Students develop more complex connections about their senses-seeing, hearing, touching, tasting, smelling and moving (Fowler, 1983). Students are better able to concern themselves with other people, than just themselves.

Vygotsky’s (1929) cultural-historical theory of psychological development, particularly in relation to cognitive development suggests that there are two forms of speech, inner and external. Each type of speech has its own function. Processed external speech is purposeful speech for interaction between other people. Inner speech takes place within the brain and is non-verbal. Students move from egocentric, self-centered speech to a more communicative speech that is processed internal. Piaget and Inhelder (1966) also noted that student oral language begins a new role during the concrete phase of maturation. Children begin to have conversations of depth about collaboration. Children begin to understand the concept of working together for the shared purpose of a single cause. The shift from self to team begins the development of operational processing in the brain. Growth in higher mental functions happens through the collaboration between students and the teacher (Vygotsky, 1934).

Student oral language matures using a seriation process that begins during the sensori-motor level of cognitive development around age one. Seriation is the arranging of items in like categories and building the categories in a systematic order (Piaget, 1966). Children have a solid understanding of a one digit or a one item category before understanding two digit or two item categories at age seven. Children will grow cognitively in the ability to process the tasks of classification and numbering parallel to learning seriation, which Piaget (1966) noted involves stretching cognitive processing in order to increase the level of operatory functions. Each level of seriation requires that cognitive skills be stimulated through social interaction.

In addition, students begin to transfer images from within their minds to paper (Piaget, 1966). Their drawings become more defined and increase in complexity around age nine. Children also begin to develop drawings that show depth and correct geometrical proportions to the other objects in the drawing. Students are better able to reverse the order of operations, such as adding and subtracting. Children become able to comprehend and discuss that liquid compounds can change shape and appear to change amount while remaining constant (Piaget, 1966). Students begin processing more abstractly as they move into the next stage of cognitive development, about age 11 – preadolescent stage (Piaget, 1966).

Regarding learning how to read, spell, and comprehend written words. Students are at the beginning of Stage 2 of Chall’s (1983) reading development theory in Grades 2 and 3 or the ages of 7 and 8. Students entering Grade 2 usually know their letter and sound correspondences and are able decode CVC and CVCe words. Students usually know some sight or irregular words. Students are usually beginning to decode more complex words, like multisyllabic. Their fluency begins to increase through practice of familiar stories and genres. Most students are using pictures to produce the correct written word and comprehension of the story. Students are beginning to move from letter-sound correspondences to “chunking” words into syllables and morphemes for better pronunciation and comprehension. Students are comprehending at a higher oral language level than they are able to read and process written language.

Students begin to read for gaining and using information about mid-way through this stage of cognitive development. Students are also reading books of higher complexity that include less pictures, which is often a difficult transition for students. By the end of this stage, student comprehension of written language usually has increased to match their verbal comprehension skills.

Instruction should include “direct instruction in advanced decoding skills” (Chall, 1983). Students should continue to hear books of higher levels to increase their knowledge of vocabulary and other concepts not yet within their own reading ability.

References

Binet, A. & Simon, T. (1916). The development of intelligence in children.             Williams & Wilkins Co.

Birsh, J. R. & Carreker, S., (Eds.). (2018). Multisensory teaching of basic language skills (4th ed.). P. H. Brookes Pub. Co.

Chall, J. S. (1983). Stages of reading development. McGraw-Hill Book Co.

Ehri, L.C. (2022). What teachers need to know and do to teach letter-sounds, phonemic awareness, word reading, and phonics. The Reading Teacher, 0(0),1-9. https://doi.org/10.1002/trtr.2095

Fowler, W. (1983). Potentials of childhood (Vol. I). D.C. Heath & Co.

Healy, J. (1987). Your child’s growing mind. Broadway Books.

Johnson, G. (2010). Internet use and child development: validation of the ecological techno-subsystem. Educational Technology & Society, 13(1), 176-185.

Piaget, J. & Inhelder, B. (2000). The psychology of the child. Basic Books.

Vygotsky, L. (1934). Thought and language. MIT Press.

Reading Development, in Relation to Cognitive Maturation Stage Two, Semiotic or Symbolic, 2 – 6

Cognitive development during the semiotic or symbolic stage is dependent on the amount and type of social interaction that takes place during the maturation process (Vygotsky, 1934). Children usually develop in a blurred manner. Each individual will move through the natural layers of maturation at different speeds, dependent on their environment and genetics. All children use a different formula to analyze knowledge and a different way of integrating the knowledge into their brains. All children demonstrate different tempos for processing information. Children will comprehend higher levels of oral language before using higher levels of oral language. The cognition of children will increase as they master social processes. Children begin imitating or playing the roles of other individuals. Children begin to process abstractly. At the end of this stage students should be able to complete more multi-layered tasks, like a simple two-step task or first take out the trash, then bring the trash can back in, and put a new liner in the trash can.

Symbolic play helps children work through their unsolved conflicts and self-identity. Children usually possess the desire for symbolic play within their genetic design. Piaget and Inhelder (1966) argued that there are four different types of symbolic play. The first type is exercise play, which involves repeating previous activities that children enjoyed learning. The second kind of symbolic play is actually called symbolic play. Children mimic other characters or individuals. They enjoy dress-up or make-believe. They often play out unresolved situations. The third form of symbolic play is playing games with rules, which children learn by playing with other individuals. Learning and playing games increases their social connections. This type of symbolic play typically begins during the first years of formalized schooling. The fourth type of symbolic play involves solving equations or playing games that involve more abstract thought. Children begin being able to visualize pictures or images not physical seen within their minds. The fourth type of symbolic play signals a transition into the next phase of cognitive development.

Regarding literacy development, learning how to read begins in the womb through genetic wiring. The environment stimulates and effects the genetic wiring. When this stage begins children have been soaking in their environment for about two years, gaining knowledge and assembling the wiring to express comprehendible words. Oral language usually increases as their cognition abilities increase. Children usually include two or more words in a sentence by the end of age two, when children begin developing syntactical rules. Children usually speak what has been modeled in their environment. Piaget and Inhelder (1969) argued that language is acquired through assimilation and “requires both linguistic and psychological competence” (p. 89).

Reading written words begins with oral language knowledge that is transferred to written language. Children at this stage of development are in the pre-alphabetic phase of learning how to read written words. Children are manipulating language sounds to develop coherent sentences. Children are listening and mimicking their environment about how sounds make words and sentences to communicate their needs and wants. Children at this age will also begin using pencil and paper type objects to convey their thoughts through pictures and letters. Children begin transferring images from within their mind to paper in the form of scribbling and drawing. The pictures become clearer as the child moves closer to age six (Piaget & Inhelder, 1969). Children at this age usually move from little to greater explanation of their drawing. They will also begin “pretend” reading books. Children begin to learn that the written symbols or letters on a page represent oral sounds. The items related to reading and writing in their immediate environment usually impact the rate of growth.

In a formal learning environment, like pre-school children are usually receiving instruction in phonemic awareness. They are listening to books that are usually increasing their vocabulary and comprehension. Pre-school usually begins to teach grapheme-phoneme correspondences. Children usually begin the writing process through pictures before moving to letters and words. Children learn the correct way to hold a book. Children learning that English is read from left to right.

At this stage of learning how to read, we begin to see major signs cognitive processing issues that tend to clog or place road blocks for students learning how to read. One processing deficit that may become more apparent at this stage of learning how to read written words is phonological dyslexia. These children lack the natural wiring to begin learning how to read. They need certain ingredients to be present to develop the necessary wiring or processing routes to learn how to read. This type of dyslexia is genetically driven. Children with phonological dyslexia typically use the non-lexical route to process grapheme-phoneme correspondences, instead of the lexical route. Another processing deficit is surface dyslexia. Surface dyslexia is more environmental developed. These children typically have a lexical route in place that may increase their ability to learn to read. At this stage of learning how to read, identifying and providing intervention or explicit direct instruction is cost effective, in relation to both later emotional and instructional intervention needs.

References

Binet, A. & Simon, T. (1916). The development of intelligence in children. Williams & Wilkins Co.

Chall, J. S. (1983). Stages of reading development. McGraw-Hill Book Co.

Ehri, L.C. (2022). What teachers need to know and do to teach letter-sounds, phonemic awareness, word reading, and phonics. The Reading Teacher, 0(0),1-9. https://doi.org/10.1002/trtr.2095

Fowler, W. (1983). Potentials of childhood (Vol. I). D.C. Heath & Co.

Healy, J. (1987). Your child’s growing mind. Broadway Books.

Johnson, G. (2010). Internet use and child development: validation of the ecological techno-subsystem. Educational Technology & Society, 13(1), 176-185.

Piaget, J. & Inhelder, B. (1969). The psychology of the child. Basic Books.

Vygotsky, L. (1934). Thought and language. MIT Press.

 

Reading Development, in Relation to Cognitive Maturation (Sensori-Motor, Birth – 2)

The development of cognition and cognitive processing begins in the womb according to genetics. Most individuals have a unique genetic design from the mixing and matching of their maternal and fraternal genetics. The exception would be identical twins, who have the same unique genetics. Disabilities linked to genetic dispositions will begin to form at this stage. The child’s environment may alter (increase or decrease) possible impacts of a genetical directed disability. Children gain their intelligence through familial genetics. Their intelligence is usually altered through the environment before and after birth (Binet & Simon, 1916). Genetics also plays a role in child motivation (Fowler, 1983). Infant environment both in and out of the womb will also affect the beginning stages of cognitive growth (Binet & Simon, 1916; Piaget, 1966).

Cognitive development takes place in a layered manner (Binet & Simon, 1916; Vygotsky, 1934; Piaget, 1966; Fowler, 1983). Systematic in nature, building each skill upon the previously learned skill. Children learn how to move their limbs before, rolling over. Children learn how to say sounds before a whole word. Children usually begin to verbalize one-word sentences, before using two or more-word sentences. Students learn how to comprehend oral words and sentences before reading and comprehending written passages. The brain begins to prune the unused cognitive connections or highways and byways at about 12 months (Fowler, 1983). This begins and defines the structure of how an individual’s thoughts will be organized. New connections will develop based on their environmental layers of influence (Johnson, 2010).

Oral language develops naturally from different types of babbles or cries towards comprehendible sentences. Children develop oral language that echoes their immediate environment. For example, if a child hears simple words like pretty or yellow to describe a flower, the child will usually use those same words to describe the flower. If a child hears higher-level words, like elegant or marigold in their immediate environment then the child will follow the modeled use of those words. The child is dependent on the accuracy of the modeled use of the word to learn the meaning and use of the word. Children who hear a word often mispronounced will usually use that pronunciation of the word. Most children learning to speak words will initially mispronounce words, as some letters are naturally harder to learn how to pronounce correctly. If a child’s environment continues to correctly pronounce the word, they will usually make the self-correction.

During the Sensori-Motor stage of cognitive processing development children are developing their foundation for reading written words. Children are developing their oral language skills that are necessary for reading written words. They are learning how to manipulate sounds to form words and sentences to communicate their needs and thoughts. Most environments provide the right climate for individuals to learn how to manipulate sounds to make different words. This is the beginning or foundation of learning how to encode and decode written words. They are developing the highways and byways of oral comprehension. This is when written comprehension begins. They are developing subject categories and connections. This is the prerequisite of learning how to read written words.

The brain is a muscle that needs to be nurtured and exercised on a regular basis, similar to going to the gym and focusing on increasing the strength of a person’s leg or arm muscles. Some individuals need more exercise or practice to accomplish the goal of strengthening their leg muscles. This concept also applies to learning how to speak and comprehend oral words. The time spent exercising or practicing usually determines oral language growth. Genetics begins the process; environment assist in the growth process.

Reading is not a natural phenomenon. Reading is a taught skill that has a few prerequisites that need to be learned and practiced before actually being taught to decipher written symbols or the written form of oral language. One prerequisite is a solid foundation in phonemic awareness skills, which children begin building in the womb.

Definitions

  • Cognition – thinking skills
  • Cognitive processing – how the brain processes information – synergizing stored and gathered information to make conclusions. Individuals use the highways and byways of their brain to process and comprehend their environment.
  • Cognitive development – is how a brain typically maturates/grows over time within its environment.
  • Cognitive flexibility – “Ability to shift attention among competing stimuli and consider alternatives” (Birsh & Carreker, 4th, 2018, p. 818).

 

References

Binet, A. & Simon, T. (1916). The development of intelligence in children.             Williams & Wilkins Co.

Birsh, J. R. & Carreker, S., (Eds.). (2018). Multisensory teaching of basic language skills (4th ed.). P. H. Brookes Pub. Co.

Fowler, W. (1983). Potentials of childhood (Vol. I). D.C. Heath & Co.

Healy, J. (1987). Your child’s growing mind. Broadway Books.

Johnson, G. (2010). Internet use and child development: validation of the ecological techno-subsystem. Educational Technology & Society, 13(1), 176-185.

Piaget, J. & Inhelder, B. (2000). The psychology of the child. Basic Books.

Vygotsky, L. (1934). Thought and language. MIT Press.

Gillingham and Stillman’s (1956) Phonics Instructional Theory, Part II

This is Part 2 of a two-part blog on the phonics instructional theory of Anna Gillingham and Bessie Stillman (1956). The first part was published on this platform (The Literacy Brain) on July 5, 2023. There are eight linkages or steps to their theory of teaching phonics. I wrote about the history of their theory and linkages one and two in Blog 1. Gillingham and Stillman suggest that these steps should be used as initial instruction during Grades 1 and 2 and remedial instruction in Grade 3.

Gillingham and Stillman’s (1956) instructional method involves the close association of components that form a language triangle. These components are visual, auditory, and kinesthetic. These components work together to record information in the brain.

An additional note about linkage two, which is about how to properly write graphemes. Gillingham and Stillman (1956) emphasized the importance of proper penmanship. They stated that “no symbol is really serviceable for easy writing until it can be formed without visual supervision” (p. 41). Tracing letters may take place for several weeks before students begin to write them on their own. Writing letters incorrectly lends to poor writing and spelling.

The third step asks the teacher to show the student a grapheme (visual) of a letter and asks the student to name (auditory) the grapheme. Occasionally, the teacher moves (kinesthetic) the student’s hand to form the letter. The student is not supposed to watch the process, but name (auditory) the letter that his hand was guided to form. The teacher asks the student, what sound (auditory) does this letter make? Student needs to know both the visual and kinesthetic feel of a letter.

During the fourth linkage, the teacher asks the student to write (auditory/kinesthetic) the grapheme (auditory/visual) for a spoken sound, like d for /d/.

In step five, the teacher shows (visual) the student the grapheme from Step 3 and asked them to stated what it says (its sound) (auditory). The teacher moves (kinesthetic) the student’s hand to form the letter, while the student looks away and says (auditory) the sound of the letter that his hand was guided to form. The teacher asks the student, what sound (auditory) does this letter make?

In step six, the teacher states (auditory) a grapheme.  Then the student states the phoneme of the teacher stated letter or groups of letters. This is an exercise of auditory recall, along with the connection of auditory and kinesthetic.

In step seven, the teacher says (auditory) a phoneme and the student states (auditory) the name of the grapheme. This is similar to Linkage 6 in how the brain is processing the information.

In linkage eight, the teacher states a phoneme (auditory) and the student writes (kinesthetic) down the grapheme (visual) of the phoneme. Students should practice this step with and without looking at their paper. The student should name the letter(s) as they write the symbol(s) for the sound.

Gillingham and Stillman (1956) suggest that linkages of 1, 2, 3, 4 and 6 are less important than linkages 5, 7 and 8. They stated that the latter steps of their phonics instructional theory require daily practice. They also discussed that teacher observation will assist them to provide or repeat other necessary instructional steps. Students are building connections between the graphemes and phonemes during the steps of the instructional process. In step five, students are translating the written symbol(s) in to the symbol’s phoneme. In linkage seven, students are listening to a sound and naming the written symbol(s) for the sound heard. This is done orally. In linkage eight student are translating from an oral sound to a written symbol or letter. Students who struggle with any of these tasks (linkages 1-7) usually have a language deficit.

References

Gillingham, A, & Stillman, B. (1956). Remedial training for children with specific disability in reading, spelling, and penmanship. Cambridge: Education Publication Service, Inc.

 

Gillingham and Stillman’s (1956) Theory of Teaching Reading-Phonics

During the 1950s, there was much debate over which reading instructional methods were the most effective for teaching students how to read. The debate remains the same today, phonics or whole word. Gillingham and Stillman’s theory (1956) of teaching students how to read suggests that all students should be taught literacy using her phonics instructional method. They state that students should receive this type of instruction as preventive measure in Grades 1 and 2. Teaching students how to read was not emphasized until Grade 1 in the 1950s. Today educators begin teaching students how to read in pre-kindergarten/kindergarten. They also stated that this method should be used for remedial instruction beginning in Grade 3. In the 1950s most students were not identified as behind until Grade 3. Today we can begin to identify students as young as pre-kindergarten. If all students were taught to read beginning in pre-kindergarten/kindergarten using a phonological instructional method less students would need to be remediated.

Gillingham began her work in the field of dyslexia or with students struggling to learn how to read under the direction of Dr. Orton a pathologist who studied individuals with brain issues. Students who struggled at learning how to read were referred to Dr. Orton for evaluation. These students were often of higher IQ, with normal sight, and functioned “normally” other than not being able to learn how to read. Most of Gillingham’s work centered on how to effectively teach this type of student how to read. Stillman was a classroom teacher that worked with Gillingham to formulate how to teach students struggling to learn how to read. She also discovered that all students benefited from being taught using her phonics instructional method.

Gillingham and Stillman (1956) believed that remedial students did not learn reading skills through the normal route of instruction. Gillingham and Stillman found that students who were placed in remedial classes often had normal or higher levels of intelligence but were struggling with the acquisition of reading skills. Gillingham and Stillman noted that remedial students often have “normal sensory acuity, both visual and auditory” (p. 20).  They argued that remedial students need to be taught by a trained remediation teacher who can present alternative methods in learning how to read.  When the same students are taught using the phonics method, for example, the results are vastly different. Gillingham and Stillman noted that students who are provided with remediation for four or five years have a greater chance in improving their reading skills.  Students who are remediated early in their school career will often not have memories of failing to learn to read. Students who are remediated early will usually be more confident in their reading abilities and in learning other subjects.

Gillingham and Stillman’s Phonic Instructional Theory

Gillingham and Stillman (1956) stated that students should first be taught the grapheme-phoneme or letter-sound correspondences, followed by the encoding of phonemes to form words. She stated that whole word instruction cannot take the place of “word-building” or phonics instruction. One student stated that “Until I had these Phonic Drill Cards, I never knew that the letters in a word had anything to do with pronouncing it” (Gillingham & Stillman, 1956, p. 39).  Gillingham and Stillman’s method involves the close association of components that form a language triangle. These components are visual, auditory, and kinesthetic. These components work together to record information in the brain.

The first step or linkage is letter-sound correspondence instruction (Gillingham & Stillman, 1956). Students are taught the name of the written symbol (visual), then the sound (auditory) of the written symbol while looking (visual) at the written letter. Students are also taught to feel (kinesthetic) their vocal cords to understand how their body is producing the associated sound. Gillingham and Stillman stated that there is not a set order that letters must be taught. It is suggested that letters should be introduced beginning “with unequivocal sounds and non-reversible forms” (Gillingham & Stillman, 1956, p. 44). She also suggested that teachers should have a plan to follow for the introduction of new symbols.

The teacher first models each process, then completes the tasks with the student, before the student is ask to complete the task independently. Emphasis is placed on learning the correct pronunciation of each letter phoneme, which is modeled by the teacher. Gillingham and Stillman (1956) discussed that teachers should study the correct pronunciation of each letter sound, using pictures that show the correct pronunciation-mouth, tongue, and teeth position. They suggested that each grapheme should be introduced with a “key word” that models the correct pronunciation of the symbol in the initial letter position, like /b/ bear. Students practice correspondences until they become fluid in each letter-sound correspondence. Today we know that phonological awareness plays a major role in students learning the correct pronunciation of each letter sound.

The second step or linkage is learning how to write (kinesthetic) the symbols (visual) of the learned sounds (auditory). The teacher models how to write the symbol; how to hold a writing utensil, where to begin, where to end, etc. Students then trace over the teacher’s model of how to write the symbol. When students become fluid in how to correctly form the symbol through tracing, then they begin copying the symbol on their own.

There are six more steps in Gillingham and Stillman’s (1956) phonic instructional theory, which will be addressed in future blogs.

References

Gillingham, A, & Stillman, B. (1956). Remedial training for children with specific disability in reading, spelling, and penmanship. Cambridge: Education Publication Service, Inc.

Gillingham, A. (1955). The prevention of scholastic failure due to specific language disability, part I. Bronxville: N.Y. Academy of Medicine.

 

 

Developing the Reading Brain Connections is Hard Work!

The brain has elasticity or the ability to grow new connections and prune unused connections. This is an easier task for younger individuals, when their brain has a greater degree of elasticity. No matter the age growing new or different connections or routes of communication between the different parts of the brain for effective reading is usually very tiring. When a person has dyslexia, this impedes the process.

In his book The Teacher Who Couldn’t Read, John Corcoran (2008) describes living a life similar to a prisoner with no way to escape or get out for good behavior. In his 40s John stumbled upon or was talked into trying a program called, Lindamood Bell. He hesitated because no one else had been able to break through and help him learn the skills necessary to read.

Even though he read at about Grade 2, he had wholes or gaps in the necessary tools he needed to effectively read at Grade 2. He first began meeting with his instructional team at Lindamood Bell for four hours a day, after a week he moved his instruction time to six hours a day. He describes his plunge into intense therapy-training like a soldier readying himself for war. John states, “at times my shirt would be soaking wet as I strained to learn the new techniques. I never worked so hard at anything in my life, and I never felt so good” (Corcoran, 2008, p. 201).

John describes that his journey of learning how to read began with phonemic awareness (oral language), learning how to better manipulate sounds of words. He was lacking the phonemic awareness skills that many educators take for granted as this is usually acquired before students enter formal education. Once those skills were learned, he began learning the names of letters and their corresponding sounds. Instructors assisted John in learning how the movements of his face and mouth helped him to create the sounds of the individual letters, letter diagrams, and words.

He noted that part of his issue was a lack of correct sound linkage. Meaning his brain did not accurately connect the right oral sounds with their corresponding letter(s). He lacked sound discrimination skills that are necessary to distinguish between different sounds associated with each letter. He stated that nearly a third of individuals who possess normal hearing “do not have fully developed auditory conceptual ability” (Corcoran, 2008, p. 204). This skill is necessary for decoding words into the individual sounds and their corresponding letters. He noted that he had to use his senses of hearing, seeing, touching, and moving to accurately absorb the skills necessary to read.

After about three weeks, he began to feel the prison walls tumble as “the task went from being hard, physical labor to a fun learning activity” (Corcoran, 2008, p. 203). “I felt my own transition from being physically and mentally exhausted to being relaxed and confident” (p. 203). He began to unmask his deception of not knowing how to read, no longer feeling the need to manipulate his environment to protect himself.

After one month of instruction or 100 hours of treatment in the Lindamood-Bell Learning Process, John “gained 10 years in word-attack skill” (Corcoran, 2008, p. 206) moving from Grade 2 to Grade 12; “three years in word recognition” (p. 206) moving from Grade 5 to Grade 8; and “a year and a half in spelling” (p. 206). His therapy also increased his ability to follow oral directions and his reading comprehension skills.

The Lindamood Bell Program was developed in the late 1960’s to teach students with unreliable auditory perceptions known as Auditory Discrimination in Depth (ADD). The program teaches “students to perceive sounds in isolation and in context and how to produce them” (American Federation of Teachers, 1999). They have other programs such as Lindamood Phonemic Sequencing Program (LiPS), which focuses on reading and spelling. “Combining phonics with auditory discrimination in depth (LIPS) program is what I will call the Complete Intensive Systematic Phonics Learning System” (Corcoran, 2008, p. 209).

Each student is unique having different genetic and environmental factors that may affect students’ ability to learn how to read, making accurate diagnose of individual student learning needs a challenge.

Identifying dyslexic or literacy deficit students during grades Pre-Kinder – 2, when an individual’s brain in more flexible, decreases the dollars to educate and rehabilitate individuals during their teens and adulthood. Identifying them can be tricky! Many states have passed laws making dyslexia a learning disability and many districts have now adopted the necessary assessments to diagnose these students. The International Dyslexia Association (IDA) defines dyslexia as:

“a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge” (Adopted by the IDA Board of Directors, Nov. 12, 2002).

Classic dyslexia or developmental dyslexia is acquired through one’s genetics. These students are usually identified though their lack of phonological process skills. They rely on different parts of the brain to process written words. These students work twice as hard to process written words. This type of dyslexia was first discussed in research during the 1800s. Another type is dyscalculia, which affects an individual’s ability to effectively process math equations. Another type of dyslexia is dysgraphia—a student’s ability to learn how to process information into written language. There are programs outside of public education that can effectively diagnose and treat individuals of dyslexia. I encourage individuals to choose programs that are Orton-Gillingham based and endorsed by IDA.

“A good builder, like a good teacher, uses the best tools and material available, which includes a plan and blueprint” (Corcoran, 2008, p. 210).

References

Corcoran, J. (2008). The teacher who couldn’t read. Kaplan, Inc.American Federation of Teachers (1999). Lindamood-bell reading intervention      program. Reading Rockets. https://www.readingrockets.org/article/ lindamood-bell-reading-intervention-program

Dyslexia and The Teacher Who Couldn’t Read

Individuals are not naturally designed to read. Individuals must develop and refine the “right” brain connections to efficiently process written language. Efficiently is defined as fluently reading written words and gleaning the writer’s intended message. A person’s brain adds, subtracts, and reorganizes read information to develop and refine the highways of connection to process written language. The reading brain connections for most individuals will develop without much fanfare or grit. These individuals are genetically programmed to develop brain connections that communicate with many regions of the brain to process written language.

Individuals who have developmental dyslexia do not develop the same communication routes to effectively process written language. Their brain works twice as hard to process and develop more efficient processing routes for written language. Many dyslexic students seem to be at grade-level or above, because of their good oral language skills. But oral language uses different brain routes than written language to comprehend what is said. Students that are diagnosed or show strong signs of dyslexia usually need direct, explicit, systematic instruction to learn how to read.

This means that for approximately 10-20% of individuals the task of learning how to read is very laborious, making the task at times uninteresting. These students often look for an escape-daydreaming, bathroom, drink, irritate their neighbor, etc. These students are also often labeled as an attention problem, lazy, undisciplined. Making the process of learning how to read engaging, a want to participate in the process usually eases the process of gaining reading skills for dyslexic students.

Many states now have educational laws in place to better assist students with dyslexia and other students struggling to acquire literacy skills. These laws are dependent on those seeing that the laws are put into motion and sustained. The motion and sustainment are dependent on the educators present at each educational site. Many educational sites now have systems to better identify and accommodate students who might have dyslexia. The hope is that no student will have to face the “private prison” that Mr. Corcoran, author and literacy advocate, had to face.

John Corcoran describes, in his 2008 book The Teacher Who Couldn’t Read, his journey of how he learned to read in his late 40s. He invented his own survival methods to navigate a literate world. He managed to muddle, navigate his way through layers and years of education to become a social studies and English grammar teacher. Most individuals didn’t know he couldn’t read or write above Grade 2 or possible they ignored his lack of literacy skills. John states “I began a 40-year battle inside my own private prison” in Grade 2 (p. 20). He describes middle school as a battlefield (p. 47). John wrote, “I felt like I was in a maze at a carnival, only this wasn’t fun. I had six 45-minute classes, six teachers, and a list of classrooms I couldn’t find. I didn’t have any friends and I couldn’t read the schedule or figure out what door to open” (p. 48). By high school I felt “dumb, ignored or dismissed by teachers, evasive, polarized by literate and illiterate camps, angry, and confused” (p. 66). John became an expert at deception, as his parents didn’t seem to know that he couldn’t read either. His father was a teacher who “had degrees or college credits from six different institutions of higher learning and read books like kids eat popcorn” (p.79).

John began the agonizing work of developing more efficient brain connections to process written language at age 48. He is severely dyslexic. Dyslexia is known to jump around in the family trees, depending on the mix of genetics. Dyslexia can jump generations and show up in families of distant dyslexic relatives. Dyslexia doesn’t skip socioeconomic levels or race. More about how he developed the brain connection to become literate in my next blog.

References

Corcoran, J. (2008). The teacher who couldn’t read. Kaplan, Inc.

 

 

 

 

 

 

 

 

 

 

Building a Habit of Deep Reading

Instilling the love of reading or the want to read at leisure may be different for each student. Learning how to read is hard, exhausting for most students. Finding a motivating reason to learn how to read usually eases the fatigue and stress. Some students might develop the intrinsic push to read for pleasure. Some students might develop the intrinsic push to read to research about a particular topic. Some students might develop the intrinsic push to read to be like their friends. Others push themselves to not be embarrassed. In addition, modeling the love for reading usually increases student intrinsic motivation to learn how to read effectively.

Reading is a complex endeavor that includes many components working simultaneously, together. Written words are breathed in, swirled around, and processed using current brain connections to examine, analyze and make conclusions. The process of making meaning out of the written words usually takes fluid, efficient seconds. In these seconds your brain is moving the written words through different parts of the brain to bring coherent meaning. The meaning of the words may have a different twist or meaning for each person—this is dependent on their background knowledge and efficiency of their brain’s written language processing networks. Not all brains are developed equally. Part of the analysis process is student’s lexicon or dictionary. This is their personal reference book or computer catalog for them to use while understanding oral or written language. Student lexicon is constantly changing. Teachers assist in developing brain connections for processing written words through instruction.

Networks for reading efficiently are developed through instruction and practice. One of the ways that teachers assist in the development of brain connections for processing written words with coherency is modeling how to read. Each step of the reading process should be modeled to students, beginning in the pre/primary grades. In some cases, the modeling may need to take place several times. While modeling for students in small groups, invite students to follow along with their book. These are steps that you might use.

  • Choose a book that may be of interest to most students in the group. You will need to model all different types of written words, such as non-fiction, fiction, poetry, etc.
  • Take the time to review the contents of the book. This may not look the same each time. This is often referred to as a prereading or a book-walk-through. Look at the structure of the book. Look at the pictures. Look at the front and back covers. Look at the how the words are written in the book. Look for a table of contents. Look for gems in the back of the book, like index or definitions. Ask questions (wonder) about things you have found. Make predictions about the story based on the title or pictures. Make connections between this book and other books. Make connections between the book and student life experiences.
  • Read the book taking time to breathe in the words. You might read a sentence and take a moment before reading the next to analyze what you have read. You might ask a question. You might think about what might happen next or how this is connected to the previous sentence or paragraph. You might go back and reread a previous sentence to better understand the one you just read. This may take several smaller lessons to emphasize and develop the natural connections for comprehension. Breathing words develops and strengthens brain connections to process for written words for meaning. Many students need modeling, remodeling, and many opportunities to practice.
  • After reading the book or passage, model how to analyze or make the connections to form further conclusion(s). The following are some ideas of how you might analyze the words read: a) think aloud about what you read- ask questions like, what color is a bumble bee? What kinds clothes should you wear outside on a cold day? Should the dog be driving a car? Why does the character stay on the path? Why is there a title on this page? Does this make sense? What do you think the car looks like? Or what does it look when it’s raining? b) discuss your conclusion with friends, c) analyze individual words of the passage, d) analyze sentences read, e) analyze sentences with other sentences of the same passage, f) make connections between self and the passage, or g) write a written summary.

More students have the ability to take in and process oral language to understand what is read aloud to them than when they read the words silently. Encouraging students (especially struggling comprehension readers) to whisper-read the passage aloud usually increases their comprehension of the passage and assists in the development of the necessary brain connections to fluidly comprehend the written passage.

 

 

The Benefits of Intentional Partner Reading

I discovered the power of intentional student partner reading by accident, while completing my student teaching in the early 2000s. During my student teaching in a Grade 1/2 combination classroom, part of my role was to observe and assist students. My mentor’s classroom featured student reading centers. There were four reading centers/tasks and five student reading groups. Students were grouped by ability and rotated to a new center each day. One group received explicit instruction from the teacher, while the other groups completed literacy related tasks at their center for the day. Reading groups usually lasted 30 minutes. Students seemed to be finished with the task of their reading center earlier than the time allowed for small groups. The students became squirmy and tended to need more attention during the last 10 minutes of small group time. I began to contemplate possible changes to the intended instructional schedule during that time of the school day to possibly avoid the necessary teacher attention.

When it came time for me to “take the wheel” or teach solo for two weeks, I (with the blessing of my mentor teacher) altered her classroom schedule by subtracting 10 minutes from reading group time and adding 10 minutes of intentional peer/partner reading. I paired students and gave each student a curriculum-based book to read at their current independent reading level. Students took turns to orally read their teacher provided book. Each student read for approximately five minutes. Towards the end of my solo teaching, my mentor teacher mentioned that many students grew faster than they had so far this school year—this was early Spring. At the time I didn’t think much about the extra growth. I have since used this strategy for various reasons, like building social emotional skills or reading fluency, during full-time teaching positions. Each time I have used this strategy, the reading achievement growth has been similar or greater to the first results.

I define “intentional” partner reading as two students orally reading a teacher chosen passage or book at their independent reading level, taking turns with their teacher chosen partner to read and listen to a book or passage. Students are intentionally paired higher-level readers with lower-level readers. Each student receives a teacher chosen book to read at their current independent instructional reading-level. While one student is reading the other student is listening or assisting their partner to read. I choose the student partners, putting higher-level readers with lower-level readers. The higher-level students are usually able to assist their partner should they stumble. This also allows the lower students to hear grade-level or higher vocabulary words and writing structures. At times I have paired students who are at same independent reading-level, giving them each a different book to read. These students are usually at or above grade-level. Student personalities may have a factor in how you group students and the intended effectiveness of the process. I do not tell students why they are being partnered with that student, as the point is not to create a dominate and inferior partnership. I will usually change student partners. This is dependent on the group of students and how long I use the strategy.

Some of the benefits of using the intentional partner reading strategy are noted below. This strategy typically builds:

  • Vocabulary or Lexicon – students hear new words and possible meaning(s) of the new word. Familiar words are revisited, reinforcing the meaning and usage of word.
  • Comprehension – Students typically know the meaning of more spoken words and sentences than written words and sentences. This is especially true if they haven’t connected the written graphemes of a word with its oral spoken phoneme(s). Oral language ability often dictates student latter comprehension ability. In addition, students often voluntarily ask their partner questions about the text.
  • Brain Connections – develops brain connections of what they see (graphemes) with what they have heard (phonemes).
  • Writing Ability usually increases – students hear different structures of sentences and genres of writing. Students also see the spelling of words and correct structures of sentences.
  • Oral Reading Fluency – students practice decoding and encoding words. Students are more likely to hear their mistakes and try to correct their reading accuracy.
  • Collaboration Skills – usually gain a sense of support, partnership, togetherness, motivation, accomplishment and purpose for reading the passage or story.
  • Listening Skills – students practice/build their listening skills, as tend to listen more attentively to their peers.

Many primary and elementary school campuses have curriculum or books closets that house non-fiction and fiction books at various reading-levels. Some libraries or classrooms may also feature leveled non-fiction and fiction reading books. Students usually love the tasks of reading together. This strategy is usually more effective for reading-fluency in the lower reading-levels, K-5.

I have observed, over the years, many educators use the term “partner reading” to mean different formats of two students reading to each other. I will discuss this further in a later blog.

 

error

Enjoy this blog? Please spread the word :)

Facebook
Twitter