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How the Brian  Learns  to Read & How the Brian  Learns  to Read &

How the Brian Learns to Read & - PowerPoint Presentation

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How the Brian Learns to Read & - PPT Presentation

What You Can do to Practice by Heather McGregor RDG 522 Professor Jeri JorgensonZwibel Grand Canyon University September 16 2014 Scientific Evidence has Proven the Impact that Speech and Language Have on Reading Skills ID: 796171

brain reading read gcu reading brain gcu read learning www words child 2009 language retrieved university children learns 2011

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Slide1

How the Brian Learns to Read &What You Can do to Practice

by Heather McGregorRDG 522, Professor Jeri Jorgenson-ZwibelGrand Canyon UniversitySeptember 16, 2014

Slide2

Scientific Evidence has Proven the Impact that Speech and Language Have on Reading SkillsSpeech and language greatly effect the early reading process.Speaking is a natural ability that the human brain has adapted to survive.Reading is not a skill picked up by the brain as a survival skill.Reading is also the most difficult task we ask our brains and youngsters to do.

The more our infants and young children are exposed to speech and language, the easier the task we call reading becomes for them.GCU. (2009) Lecture 1 and 2. Retrieved from Grand Canyon University Developmental Learning and Assessment: www.gcu.ed RDG 522

Slide3

The Language ProcessSince birth, and infant has been gaining experiences in language through prosody (patterns of rhythm and sound), babbling, and the environment (what the child hears in the surroundings)From birth to three years of age, children gain the vocabulary needed for language acquisition, “a factor that is very important for future success.Parents and care-givers provide much of this language.

Studies have shown that the more a child is exposed to proper language skills, the greater the child’s score is when tested in language skills. This builds a stronger foundation in which to succeed later on in life. GCU. (2009) Lecture 1 and 2. Retrieved from Grand Canyon University Developmental Learning and Assessment: www.gcu.ed RDG 522

Slide4

Early Stages of Reading:Before beginning to read, children must have exposure to morphemes (a combination of words/sounds that have meaning) and vocabulary. It is important for children to experience this through having language spoken to them, but mostly through repeated practice of morphemes as separate sounds and words (ie. “the word cats has two morphemes. Cat is a morpheme, and s is a morpheme. Every morpheme is either a base or an affix. An affix can be either a prefix or a suffix. Cat is the base morpheme, and s is a suffix (Mills, 1998). A health exposure to songs, books, and poetry enhances this development.

Vocabulary is needed as a pre-requisite to be successful in reading. Vocabulary acts as prior knowledge in the brain and helps with decoding and comprehension skills.When we learn to read, the brain searches for prior knowledge in order to make sense of the new material.Sentence structure exposure in language is also an important skill needed to make sense of reading and later, writing. Mills, Kirsten. (1998). University of North Carolina at Pembroke. http://www2.uncp.edu/home/canada/work/caneng/morpheme.htm

Slide5

The Importance of Vocabulary“When one realizes that children have to learn about 88,700 written words during their school years and that at least 9,000 of these words need to be learned by the end of grade 3, the huge importance of a child’s development of vocabulary becomes crystal-clear” (Wolf, 2011).Wolf, Maryanne. (2011). Proust and the Squid, retrieved from The Brain Learns to Read: Center for Effective Learning. www.thecenter4learn

ing.com/html/events/2014/webinars.htm

Slide6

Phonological and Phonemic AwarenessPhonological and phonemic awareness have different meanings.

Phonological awareness refers to “the ability to decipher larger units of speech sounds in words not the individual phonemes” (GCU, 2009). Four areas exist of which a child will gain understanding when becoming phonological aware: alliteration (Peter Piper picked a peck of pickled peppers), rhyming (Joe’s toes), syllabication (rules of how words are broken into syllables), and intonation (the rise and fall of the voice when speaking). “Recognizing that individual phonemes make up words defines phonemic awareness. This focuses on the smallest unit of sounds. Phonemic awareness allows children to tell that "mat" consists of three phonemes. In addition, they can identify which phoneme starts a word, what is in the middle, and at the end” (GCU, 2009).GCU. (2009) Lecture 1 and 2. Retrieved from Grand Canyon University Developmental Learning and Assessment: www.gcu.ed

RDG 522

Slide7

Almost Ready…There are Graphemes and the Alphabet SystemGraphemes-Before the brain can start to process reading, it needs to be able to refer to the correct phonemes that it has stored. These are called graphemes.We know graphemes as the alphabet or as in “sh” in the beginning of the word, “shell.”Graphemes also make up the writing system that are used in communication.

“English does not have an alphabet that permits an ideal one-to-one correspondence between its phonemes and graphemes” (Sousa, 2005).Alphabet System-Learning the alphabetic principle is NOT easy!The letters are abstract and unfamiliar to the new readerThere are about 44 English phonemes but only 26 letters-each phoneme is not coded with a unique letter.There are over a dozen vowel sounds but only five letters-a,e,i,o,u- to represent themSousa, David. (2005). How the Brain Learns to Read. Thousand Oaks, CA; Corwin.

Slide8

Decoders, Start Your Engines… Webster’s Dictionary: de-code verb \(ˌ)dē-ˈ

kōd\ : to change (secret messages, documents, etc.) from a set of letters, numbers, symbols, etc., you cannot understand into words you can understand.After a child has been exposed to every aspect of speech, language, and the beginning processes of reading, the brain is ready to decode, or crack the code.Decoding is the “ability to apply knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words” (GCU, 2009). With practice and guidance in decoding, children have the ability to recognize familiar words quickly and to figure out words they haven't seen before.

Slide9

Reading Comprehension (Words to Sentences)Before children begin reading they must have an understanding of syntax (the arrangement of words and phrases to create well-formed sentences). Syntax developed during early experiences of listening and speaking.

Sentences follow three types of syntactic structures: 1. Simple (subject-verb) 2. Compound (two independent clauses joined by a coordinator/conjunction) 3. Complex (independent clause joined by one or more dependent clauses). A complex sentence always has a subordinator such as because, since, after, although, or when  The better a child can understand spoken text the better s/he will be at understanding printed text. Sometimes children can read fluently, but they cannot comprehend what they have just read. “Researchers say this may stem from a child learning to speak and read in different environments” (GCU, 2009). It may also be due to information being processed differently in the brain. GCU. (2009) Lecture 2. Retrieved from Grand Canyon University Developmental Learning and Assessment: www.gcu.ed RDG 522

Slide10

How Memory Affects Learning to ReadExperts say that new technology enables us to view memory differently than what we once thought. Rather than temporary or permanent memory, we now know two stages exist in temporary memory: 1. Immediate Memory (the brain holds this for 30 seconds then decides to drop it because it is unnecessary information) 2. Working Memory (the brain uses the frontal lobes to process this information and

requires more attention, then brain later decides if it is important enough to become long-term)The brain also stores schema or prior experiences. Using schemata helps readers make connections to new information. If a reader cannot make connections to a text, then they will have difficulty comprehending what is being read.GCU. (2009) Lecture 2. Retrieved from Grand Canyon University Developmental Learning and Assessment: www.gcu.ed RDG 522

Slide11

What do Brain Scans Say About Reading?Neuroscientists say that the brain uses different pathways when reading.People with different pathways have different needs when reading (novice readers use different pathways than skilled readers).“The novice reader is a beginning reader who may be still sounding out words” (GCU, 2009). As each word is read, the brain provides a visual form, which takes time to process. The form is retrieved then a process of spelling, pronunciation and meaning take place.

As a child practices reading, the form is then stored in the occipito-temporal area, where type of word bank is stored for more fluent reading. GCU. (2009) Lecture 2. Retrieved from Grand Canyon University Developmental Learning and Assessment: www.gcu.ed RDG 522

Slide12

“Right now, your mind is performing an astonishing feat. Photons are bouncing off these black squiggles and lines -- the letters in this sentence -- and colliding with a thin wall of flesh at the back of your eyeball” (Pearson, 2011).The photons have just enough energy to trigger sensory neurons, each of which is responsible for a particular plot of visual space on the page. Eventually, as you stare at the letters, they become more than mere marks on a page. You are actually reading.Seeing the letters, of course, “is just the start of the reading process” (Pearson, 2011).“Although our eyes are focused on the letters, we quickly learn to ignore them. Instead, we perceive whole words, chunks of meaning” (Pearson, 2011).

Pearson, Sue. (2011). The Brain Learns to Read. Center for Effective Learning. www.thecenter4learning.com/html/events/2014/webinars.htm

Reading Demonstration

Slide13

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http://www.foxnews.com/story/0,2933,511177,00.html

Slide14

There once was a beautiful bear who sat on a seat near to breaking and read by the h

earth about how the earth was created. She smiled beautifully, full of ideas for the realm of her winter dreams.Retrieved from: Pearson, Sue. (2011). The Brain Learns to Read. Center for Effective Learning. www.thecenter4learning.com/html/events/2014/webinars.htm

Slide15

But wait…What’s this?

In the first three grades, a child learns to read while in the next grades a child reads to learn???????????????

Slide16

What can Parents and Students do?Surround your child with reading material.Have family reading time.Encourage a wide variety of reading activities and games.

Take trips to the library.Keep close/open communication with your child’s teacher and be aware of his or her reading progress.When reading stories with your child, discuss setting, plot, and conflicts.When reading nonfiction texts with your child, make graphic organizers (T-charts and Webs).Show enthusiasm for your child’s reading.

Slide17

References:

GCU. (2009) Lecture 1 and 2. Retrieved from Grand Canyon University Developmental Learning and Assessment: www.gcu.ed RDG 522Mills, Kirsten. (1998). University of North Carolina at Pembroke.

http://www2.uncp.edu/home/canada/work/caneng/morpheme.htmPearson, Sue. (2011). The Brain Learns to Read. Center for Effective Learning. www.thecenter4learning.com/html/events/2014/webinars.htmSousa, David. (2005). How the Brain Learns to Read. Thousand Oaks, CA; Corwin.Wolf, Maryanne. (2011). Proust and the Squid, retrieved from The Brain Learns to Read: Center for Effective Learning. www.thecenter4learning.com/html/events/2014/webinars.htm

http://www.foxnews.com/story/0,2933,511177,00.html