Lessons Learned From Cognitive,

Neurobiological, and Instructional Sciences

Friday- Oct 14, 2011

10:30 a.m. - 12:30 p.m. SESSION : I

Reid Lyon, Ph.D.

Distinguished Professor Of Education Policy and Leadership and Associate Dean, Southern Methodist University

Distinguished Scientist in Cognition and Neuroscience, Center for Brain Health, University of Texas, Dallas

I

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How Do Children Learn to Read,

Why Do Some Children Have Difficulty,

and What Can We Do to Prevent and Remediate

Reading Failure?

www.centerforbrainhealth.orgwww.ReidLyon.com

Reading is a gateway to success

Reading Is Fundamental

“Courage is the power to let go of the

familiar” 

--Raymond Lindquist

10 20 30 40 50 60 70 80 90 10010 20 30 40 50 60 70 80 90 100

PoorPoor

Non-poorNon-poor

WhiteWhite 1616

BlackBlack 4343

3939

4040

1515

2626 Percent of Percent of 88thth grade grade readers readers belowbelow Basic Basic

3838

2009 National Assessment of Educational Progress

American Indian

Hispanic

2009 National Assessment of Educational Progress

10 20 30 40 50 60 70 80 90 10010 20 30 40 50 60 70 80 90 100

American American IndianIndian

Low Low IncomeIncome

White 1414

BlackBlack

Hispanic

4343

3939

3131

3333

20 20 Percent of Kansas Percent of Kansas 88thth grade grade readers readers belowbelow Basic Basic

Kansas Eighth-Grade Proficiency as Measured by Minnesota State Tests and NAEP for SY 2008–2011 (Alliance for Excellent Education, 2010)

10 20 30 40 50 60 70 80 90 10010 20 30 40 50 60 70 80 90 100

KS STATE TEST – 85% Proficient

NAEP - 33%Proficient

Why Do We Need National Common Core Standards?

The Impact of Limited Literacy Development on Kansas Children, Society, and Economy:

• Over 9,500 students did not graduate from Kansas’ high schools in 2010; the lost lifetime earnings in Kansas for that class of dropouts alone total nearly $2.5 billion.

• Kansas could save as much as $126 million in health care costs over the lifetimes of each class of dropouts had they earned their diplomas.

• If Kansas’ high schools graduated all of their students ready for college, the state could save as much as $42.8 million a year in community college remediation costs and lost earnings.

• Kansas’ economy could see a combination of crime-related savings and additional revenue of about $62.7 million each year if the male high school graduation rate increased by just 5%

The NAEP is as much a language and critical thinking measure as a measure of essential “reading skills”- Low scores on the NAEP can be predicted by difficulties in:

word reading skills and/or vocabulary limitations

and/or reading fluency

and/or background knowledge

and/or insufficient use of reading comprehension strategies

Mismatch between text characteristics within NAEP questions and text characteristics of student’s instructional texts

Mismatch between level of cognitive complexity within NAEP questions

and the Cognitive complexity of student’s instructional texts

Critical “Take-Aways” From the NAEP Data

Reading is Fundamental

(Center for Educational Statistics, 2009).

An alarming 44.7 percent of high school dropouts score in the bottom quarter of reading ability measures

(Center for Educational Statistics, 2009).

1 out of 3 prison inmates have the lowest level of reading proficiency

NO!

Does It Have To Be This Way?

We Now Know Enough About Reading Development &

Reading Difficulties & Reading Instruction to Significantly

Decrease Reading Failure!

Dyslexia and Other Reading Difficulties

Our Scientific Research in Dyslexia Has Led to Significant Advances in Understanding and Identifying Reading Difficulties AND Increasing the Reading Achievement of Students from All Races, Ethnicities, and Socioeconomic Strata.

Dyslexia Accounts For Approximately 10% to 17% of Reading Failure in the United States

The Significantly Larger Number of Students Who Have Reading Difficulties Struggle Because of Environmental and Economic Disadvantage.

How Was The Scientific Evidence Obtained and Under What Conditions?

How Do Children Learn to Read?

Why Do Some Children Have Difficulties Learning To Read?

How Can Reading Failure Be Prevented?

How Can Persistent Reading Difficulties be Remediated?

A Commitment to Focus on Four Research Questions:

NIH-NICHD Multidisciplinary Research Program

(North America; Lyon, 1985-2005)

NICHD Sites

U of Arkansas – Med CtrDykman

U of MissouriGeary

Colorado LDRCDefries

U of MichiganMorrison

TorontoLovett

U of LouisvilleMolfese

Mayo ClinicKalusic

Boy’s TownSmith

U of HoustonFrancis

SUNY AlbanyVellutino

U of California – San Diego, Salk InstituteBellugi

U of Texas – Med CtrFoorman/Fletcher

Yale MethodologyFletcher

Emerson CollegeAram

TuftsWolf

Syracuse UBlachman

U of Massachusetts

Rayner

Beth IsraelGalaburda

Children’s Hospital/Harvard LDRCWaber

Florida StateTorgesen/Wagner

U of WashingtonBerninger

StanfordReiss

U of Southern CaliforniaManis/Seidenberg

Univ of California – IrvineFilipek

Bowman GrayWood

Georgetown UEden

D.C./HoustonForman/Moats

Johns HopkinsDenckla

Haskins LabsFowler/Liberman

YaleShaywitz

Purdue UHynd

Univ of FloridaAlexander/Conway

Georgia StateR. Morris

San FranciscoHerron

U of KansasShumaker

U of WisconsinJohnson-Glenburg

Northwestern UBooth

Gallaudet ULaSasso

Duke UGoldston

U of GeorgiaStahl

ColoradoMoats

U of TexasVaughn

Rutgers UScarboro-ugh

Carnegie-Mellon

Number of Research Sites: 44 sitesChildren and Adults Studied: 57,000 studiesProficient Readers: 22,000 readersAt-Risk/Struggling Readers 35,000 readersAverage Years Studied/Followed: 9 yearsMax Longitudinal Span to Date: 34 years

Current Prevention/Intervention Trials 12 trials

Schools Currently Participating: 266 schools

Classrooms Currently Participating: 985 classes

Classroom Teachers Participating: 1,012 teachers

Annual Research Budget: $60 Million Dollars

THE NICHD SCIENTIFIC INVESTMENT

Reading Reading ComprehensionComprehension

And Critical ThinkAnd Critical ThinkingingKnowledge Fluency

Metacognition

Language

Prosody

Automaticity / Rate

Accuracy

Spelling

Decoding

Phonemic Awareness

Oral Language Skills

Knowledge of Language Structures

Vocabulary

Written Expression

Cultural Influences

Life Experience

Content Knowledge

Activation of Prior Knowledge

Knowledge about Texts

Motivation

Engagement

Active Reading Strategies

Monitoring Strategies

Fix-Up Strategies

Florida Reading Initiative

How Do Children Learn To Read?

Starting with ORAL LANGUAGE

AND

VOCABULARY Development!

Most Underprivileged Children:

2. Have had less exposure to print and the 2. Have had less exposure to print and the alphabetalphabet

3. Have vocabulary that are usually less well 3. Have vocabulary that are usually less well developed – ½ in poor children compared to developed – ½ in poor children compared to other childrenother children

..

5. Frequently do not have good models of reading 5. Frequently do not have good models of reading or support for academics in their homesor support for academics in their homes

4. Have a range of experience and conceptual 4. Have a range of experience and conceptual knowledge that is often limited or different knowledge that is often limited or different compared to other studentscompared to other students

1. Are delayed in the development of phonemic 1. Are delayed in the development of phonemic awarenessawareness

5 6 7 8 9 10 11 12 13 14 15 16

16

15

14

13

12

11

10

9

8

7

6

5

Reading Age Level

Chronological Age

Low Oral Language in Kindergarten

High Oral Language in Kindergarten

Hirsch, 1996

The Effects of Weaknesses in Oral Language on Reading Growth

5.2 years difference

Patricia Kuhl - U. Washington

How Many Words Should Teachers Teach Per Day To Help Close The Gap?

In 1st and 2nd grade, children need to learn 800+ words per year, about 2 per day.

Children need to learn 2,000 to 3,000 new words each year from 3rd grade onward, about 6–8 per day.

Research has shown that most typically developing children need to encounter a word about 12 times before they know it well enough to improve their comprehension.

Biemiller; Nagy & Anderson

Vocabulary Words: Three Tiers

• Tier One – In spoken vocabulary: mother, clock, jump

• Tier Two – Words with wide usage that most readers do not have in their spoken vocabularies: dismayed, paradoxical, absurd, wary. Estimated 7,000 words

• Tier Three – Highly specialized and are almost never used outside of the disciplines where they are encountered: monozygotic, tetrahedron, bicameral

Selecting Tier 2 WordsTier 2 words are:

• Frequently encountered;

• Crucial to understanding the main idea of text;

• Not a part of students’ prior knowledge (not Tier 1 words); and

• Unlikely to be learned independently through the use of context or structural analysis.

REMINDER: Tier 2 words should be taught before students read, and discussed and used frequently afterward.

(Beck, McKeown, & Kucan, 2002)

VocabularySuccessful Readers Struggling Readers

Are exposed to a breadth of vocabulary words in conversations and print at home and at school from a very early age.

Have limited exposure to new words.May not enjoy reading and therefore do not select reading as an independent activity.

Understand most words when they are reading (at least 90 percent) and can make sense of unknown words to build their vocabulary knowledge.

Read texts that are too difficult and thus are not able to comprehend what they read or to learn new words from reading.

Learn words incrementally, through multiple exposures to new words.

Lack the variety of experiences and exposures necessary to gain deep understanding of new words.

Have content-specific prior knowledge that assists them in understanding how words are used in a particular context.

Often have limited content-specific prior knowledge that is not sufficient to support word learning.

(Boardman et al., 2008)

Vocabulary Instruction

Students Have Ample Opportunities To Engage In Oral Vocabulary Activities That Encourage:

Repeated Exposure To Words In Multiple Contexts;

Using Everyday Language To Explain Word Meanings; And,

Connecting Word Meanings To Prior Knowledge.

The Ways Words Are LearnedBy reading a lot (reading volume influences differences in

children’s vocabulary) – Rarity and variety of words in children’s books is greater than that in

adult conversation– at the right level of difficulty – in sufficient amounts – with sufficient motivation to pursue understanding

Through multiple exposures and multiple examples in context, spoken and written through explicit instruction:– Constructing definitions and using a dictionary– Analyzing word structure– Exploring word relationships

Components of Effective Vocabulary Instruction

VOCABULARYFramework Questions

1. Is Instruction Explicit?

2. Is Instruction Systematic?

3. Does Instruction Integrate All Literacy Components?

4. Does Instruction Include Coordinated Instructional Sequences And Routines?

5. Is Instruction Scaffolded?

6. Does Instruction Include Cumulative Review?

7. Are Assessments Included To Measure And Monitor Progress?

How Do Children Learn To Read?

Phonemic

and

Phonological Awareness !

I NEED TO KNOW MY SOUNDS TO I NEED TO KNOW MY SOUNDS TO READ!READ!

I NEED TO KNOW MY SOUNDS TO I NEED TO KNOW MY SOUNDS TO READ!READ!

Phonological vs. Phonemic Awareness

Phonological Awareness: the understanding of the

different ways that spoken language can be broken

down into smaller units (sentences to words, words to

syllables, syllables to phonemes). 

Phonemic Awareness: a more specific term; the ability to

hear, identify, and manipulate individual sounds in

spoken language (blending, segmenting, manipulating). 

How Do Children Learn To Read?

Phonological Awareness and The Alphabetic Principle

• Print represents speech through the alphabet

• Words are composed of internal units based on sound called “phonemes”

• In learning to read, children must make explicit an implicit understanding that words have internal structures linked to sounds

• Children vary considerably in how easily they master this principle

Why Teach Phonological Awareness?

Accelerate reading growth of ALL children.

20% to 30% of children will remain poor readers without it.

Coarticulation makes it difficult for some students to hear individual sounds.

Phonological AwarenessFramework Questions

1. Is instruction explicit?

2. Is instruction systematic?

3. Does instruction integrate all literacy components?

4. Does instruction include coordinated instructional sequences and routines?

5. Is instruction scaffolded?

6. Does instruction include cumulative review?

7. Are assessments included to measure and monitor progress?

How Do Children Learn To Read?

PHONICS

The Alphabetic Principle: Do We Know It?

Can We Teach It?

• Print represents speech through the alphabet

• Words are composed of internal units based on sound called “phonemes”

• In learning to read, children must make explicit an implicit understanding that words have internal structures linked to sounds

• Children vary considerably in how easily they master this principle

PHONICS AND THE ALPHABETIC PRINCIPLEFramework Questions

1. Is instruction explicit?

2. Is instruction systematic?

3. Does instruction integrate all literacy components?

4. Does instruction include coordinated instructional sequences and routines?

5. Is instruction scaffolded?

6. Does instruction include cumulative review?

7. Are assessments included to measure and monitor progress?

40

How Do Children Learn to Read?

HOW DO CHILDREN LEARN TO READ?

FLUENCY

A common definition of reading fluency:A common definition of reading fluency:

““Fluency is the ability to read text quickly, Fluency is the ability to read text quickly, accurately, and with proper expression”accurately, and with proper expression”

National Reading Panel

A common definition of reading fluency:A common definition of reading fluency:

““Fluency is the ability to read text quickly, Fluency is the ability to read text quickly, accurately, and with proper expression”accurately, and with proper expression”

National Reading Panel

Why Teach Fluency?

Fluency is a bridge between word recognition and comprehension.

A fluent reader can concentrate on comprehending the text rather than decoding the words.

Fundamental Discoveries :

The challenge of continuing growth in fluency becomes even greater after 3rd grade.

• 4th, 5th, and 6th graders encounter about 10,000 words they have

never seen before in print during a year’s worth of reading.

• Furthermore, each of these “new” words occurs only about 10 times

in a year’s worth of reading.

• Sadly, its very difficult to correctly guess the identity of these

“new words” just from the context of the passage.

Fluent and automatic reading frees up “cognitive space” so that conscious attention can be devoted to textual meaning

If decoding and word recognition are slow and labored, material will be forgotten before it is understood

The most powerful way to increase reading fluency is through reading and reading and reading (see NRP)

Fluency

READING FLUENCY AND AUTOMATICITYFramework Questions

1. Is instruction explicit?

2. Is instruction systematic?

3. Does instruction integrate all literacy components?

4. Does instruction include coordinated instructional sequences and routines?

5. Is instruction scaffolded?

6. Does instruction include cumulative review?

7. Are assessments included to measure and monitor progress?

How Do Children Learn To Read?

READING READING

COMPREHENSIONCOMPREHENSION

Comprehension

Comprehension is the “process of simultaneously extracting and constructing meaning through

interaction and involvement with written language. It consists of three elements: the reader, the text,

and the activity or purpose for reading.”

(RAND, 2002, p. xiii)

Which skills, knowledge, and

attitudes are required for good

reading comprehension, or

proficient “grade level reading”?

Proficient comprehension of text is Proficient comprehension of text is influenced by:influenced by:

Accurate and fluent word reading skills Accurate and fluent word reading skills

Oral language skills (vocabulary, linguistic comprehension)Oral language skills (vocabulary, linguistic comprehension)

Extent of conceptual and factual knowledgeExtent of conceptual and factual knowledge

Knowledge and skill in use of cognitive strategies to Knowledge and skill in use of cognitive strategies to improve written expression and comprehensionimprove written expression and comprehension

Reasoning and inferential skillsReasoning and inferential skills

Motivation to understand and interest in task and Motivation to understand and interest in task and materialsmaterials

In Other Words, a student’s reading In Other Words, a student’s reading comprehension depends on:comprehension depends on:

• How well they read the words on the How well they read the words on the pagepage

• How much knowledge they have, and How much knowledge they have, and how well they thinkhow well they think

• How motivated the students are to do “the How motivated the students are to do “the work” of comprehendingwork” of comprehending

Comprehension Strategies

1970-80s: the idea of comprehension strategies emerges

Idea is that students need to learn flexible, complex, responsive routines to guide their thinking (rather than firing off a sequential series of skills)

Comprehension Strategies

Comprehension Strategies help students to think in general ways during reading

Comprehension Strategies help low achieving students pay attention during reading

NRP reviewed 205 studies that showed that reading comprehension could be taught directly throughout the elementary and secondary grades

These studies emphasized teaching students how to think effectively during reading

National Reading Panel Findings on Reading Comprehensions Strategies

National Reading Panel Review of Strategy Research

• Question generation

• Comprehension monitoring

• Summarization

• Story structure

• Question answering

• Prior knowledge

• Mental imagery

Reading (NRP)Comprehension Strategies

Research Support

• Summarizing (18)• Questioning (27)• Story mapping (17)• Monitoring (22)• Question answering (17)• Graphic organizers (11)• Mental imagery (7)• Prior knowledge (14)

Reading Comprehension Knowledge: Non-Negotiables

Cause and effect Classify and categorize

Compare and contrast Draw conclusions

Fact and opinion Main idea

Important details Inferences

Sequence Bias and propaganda

Reading Comprehension Non-Negotiables

Problem and solution Identify theme

Literal recall Tone

Mood Etc., etc., etc.

Clear explanations matter

Studies show that how well teachers can explain mental processes makes a difference in student progress

Core programs and professional development can give teachers guidance in teaching strategies clearly

• Modeling and explanation

• Guided practice and explanation

• Independent practice

Gradual release of Control Approaches are Effective:

Gradual release of control:

I do it.

We do it.

You do it.

Gradual release of control:

I do it.

We do it.

You do it together.

You do it.

The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)

BACKGROUND KNOWLEDGE

VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING

LITERACY KNOWLEDGE

PHON. AWARENESS

DECODING (and SPELLING) SIGHT RECOGNITION

SKILLED

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Skilled Reading- fluent

coordination of word reading and comprehension

processes

READING COMPREHENSIONFramework Questions

1. Is instruction explicit?

2. Is instruction systematic?

3. Does instruction integrate all literacy components?

4. Does instruction include coordinated instructional sequences and routines?

5. Is instruction scaffolded?

6. Does instruction include cumulative review?

7. Are assessments included to measure and monitor progress?

INTERVENTION AND REMEDIATION

Effective Reading Instruction

“Reading instruction effectiveness begins with a teacher who thoughtfully and analytically integrates research based instructional principles into their teaching and uses continuous performance data to differentiate instruction as the situation demands.”

Lyon & Weiser (In Press)

WHY FOCUS ON EARLEY IDENTIFICATION AND PREVENTION?

88% Of Students Reading Poorly at the End of the First Grade Will Read Poorly At the End of The Fourth Grade

Unless Effective Reading Instruction Is Provided, Students Reading Poorly at the End of the Fourth Grade Will Have Reading Difficulties For the Rest of Their Lives

Preventing Reading Failure Dramatically Increases a Student’s Potential Quality of Life, Occupational Opportunities, Economic Status, and Health Outcomes

Prevention Programs Demand Shared Responsibility and a Common Language

HOW CAN WE PREVENT READING FAILURE?

• Development of Sensitive and Valid Screening Measures

• Professional Development and Use of a Professional Common Language

• Implementation of Three-Tier Models

• Continuous Assessment of Progress

• Appreciation of School Leadership and Capacity Factors

Early Intervention is Possible

• Risk characteristics present in Kindergarten

and G1

• Letter sound knowledge, phonological awareness, oral language development

• Assess all children and INTERVENE- first in the classroom and then through supplemental instruction

Early Intervention is EffectivePrevention studies in

reading (and behavior) commonly show that 70- 90% of at risk children (bottom 20%) in K- 2 can learn to read in average range (Fletcher, Lyon, et al., 2007)

Study Amt. of instruction Pre RXPost RX

Foorman 174 hrs.- classroom 35% 6%

Felton 340 hrs. - groups of 8 32% 5%

Vellutino 35- 65 hrs. 1:1 tutoring 46% 7% Torgesen 88 hrs. 1:1 tutoring 30% 4%

Torgesen 80 hrs. 1:3 tutoring 11% 2%

NICHD INTERVENTION STUDIES

Percent of children scoring below the 30th percentile

Torgesen 91 hrs. 1:3 or 1:5 tutoring 28% 1.6% Mathes 80 hrs. 1:3 tutoring 31% .02%

Linking Prevention and Remediation: A 3-Tier Model

Tier 1: Primary InterventionEnhanced general education classroom instruction for all students.

Tier 2: Secondary InterventionMore intense intervention in general education, usually in small groups.

Tier 3: Tertiary Intervention .Intervention increases in intensity and duration. Child could be considered for special education

http://www.texasreading.org/3tier/

If progress is inadequate, move to next level.

• RTI is a system wide change

• It must build gradually to scale- may take several years

• Breaks down the intervention silos

• PD must target the general education teacher, esp. in reading and behavior

• Major obstacle: How do you organize PD if the district has multiple core reading and supplemental programs and interventions are tied to silos?

Response To Intervention

Assessments

Four types of assessment to track student achievement:

Screening; Progress monitoring; Diagnostic; and Outcome measures.

Key Implementation Features of RTI

• Effective instructional/intervention programs– Core– Supplemental– Intensive

• Frequent assessment of student performance– Screening– Diagnostic– Progress Monitoring

• Use of data to make instructional/intervention decisions

The consensus view of most important instructional features for interventions

Provide ample opportunities for guided practice of new skills

Provide a significant increase in intensity of instruction

Provide systematic and explicit instruction on component skills that are deficient

Interventions are more effective when they:

Provide appropriate levels of scaffolding as children learn to apply new skills

NEUROBIOLOGY

Using Neuroscience To Guide Teaching and Learning

Red indicates more gray matter, blue less gray matter. Gray matter wanes in a back-to-front wave as

the brain matures and neural connections are pruned.

Brain and Language

Central Sulcus

Lateral Sulcus

Grey Matter

• Consists of the bodies of neurons

• Responsible for information processing

• Generates responses to stimuli

http://www.brainexplorer.org/brain-images/white_matter.jpg

What Cortical Areas of the Left Brain Do We

Want To Develop for Learning To Read?

Patricia Kuhl - U. Washington

87

White Matter

• Found in the brain and spinal cord.

• Consists of insulated (myelinated) nerve fibers (axons).

• Responsible transmitting and conducting information.

http://www.brainexplorer.org/brain-images/white_matter.jpg

λ1λ3

λ2

Axial diffusivity (AD) = λ1

Radial diffusivity (RD) = (λ2+λ3)/2

Mean diffusivity (MD) = (λ1+λ2+λ3)/3

Fractional diffusivity (FA) = √3/2 * √Σ(λ-λave)2/√Σλ2

Smith SM, Nature Protocols 2007

Tract based spatial statistics

White matter integrity as assessed with diffusion tensor imaging

Comparison of FA/age between the 6 dyslexic readers with WJ-WI < 89 and the 13 dyslexic readers with WJ-WI >90 shows a trend (p corrected =0.1) towards higher FA in the left external capsule, internal capsule, left thalamus, and portions of the corpus callosum as indicated by the red clusters. Images are presented according to radiologic convention with the subjects’ left being to the reader’s right. (Rollins, 2009)

Right PLIC Left PLIC

Right Periventricular

VWF

MRI: Magnetic Resonance Imaging (Pugh, Haskins Lab)

The Reading Circuit (Pugh et al., 2005)

IFG MTG/ITG

OT/VWFA

SMG/STG AG

• Hypothesized Role of component circuits

–‘Phonological’• IFG• SMG/STG

–‘Semantic’• MTG/ITG• AG

–Putative ‘Visual word form Area’

• “Skill Zone” is phonologically and morphologically tuned

Plasticity and Remediation in Reading Development (Pugh, Haskins Labs)

Anterior

Occipitotemporal

Temporoparietal

• Increases in reading skill are

associated with Increases in

reading skill are associated

with increased specialization

of ventral LH areas for print

• Increased specialization of

ventral LH areas for print

Auditory Vs. Visual Sentence Task (

Constable, Pugh et al. (2004)Constable, Pugh et al. (2004)

)

RH on left side

Temple et al. (2003): fMRI Data

L. Inferior frontal and L. temporo-parietal activation

Some L.inferior frontal but no L. temporo-parietal activation

Increases in L.inferior frontal and

L. temporoparietal activation and right

hemisphere homologues

Watching the brain read:

Odegard, T.N. et al. (2008). Differentiating the neural response to intervention in children with developmental dyslexia. Annals of Dyslexia, 58, 1-14.

Watching the brain read:Response to Treatment

Parieto-temporal(word analysis)

Occipito-temporal(word form)

Inferior frontal gyrus(articulation/word analysis)

Odegard, T.N. et al. (2008). Differentiating the neural response to intervention in children with developmental dyslexia. Annals of Dyslexia, 58, 1-14.

Watching the brain read

TYPICAL DYSLEXIC

LEFT

RIGHT

LEFT

RIGHT

Watching the Brain Read

Parieto-temporal(word analysis)

Occipito-temporal(word form)

Inferior frontal gyrus(articulation/word analysis)

TYPICAL

LEFT

Left

Response to Treatment:Left Inferior Frontal lobe

Odegard, T.N. et al. (2008). Differentiating the neural response to intervention in children with developmental dyslexia. Annals of Dyslexia, 58, 1-14.

Response to Treatment:

Left Superior Temporal lobe

Odegard, T.N. et al. (2008). Differentiating the neural response to intervention in children with developmental dyslexia. Annals of Dyslexia, 58, 1-14.

Meanwhile, Back in the Brain (Fletcher et al)

Kindergarten

At risk

Not at Risk

Simos, Papaniolou,

Fletcher

150-300 300-1000 msTime after Stimulus Onset

Left Hemisphere Right Hemisphere

An At Risk ReaderLeft Hemisphere Right Hemisphere

Simos, Papaniolou, Fletcher

“ “ We are not where we want to be,

We are not where we are going to be

But we are not where we were.”

Rosa Parks

Moving Forward

Thank you for your attention!

Reid Lyon

Distinguished Professor Of Education Policy and Leadership, Southern Methodist University Distinguished Scientist in Cognition and Neuroscience, Center for Brain Health, University of Texas, Dallas (web-stie) www. ReidLyon .com (email) Reading4all @ tx.rr.com

www.centerforbrainhealth.org

Studies; How to maximize cognitive brain function & understanding of memory, strategic thinking, creativity and much more ~

The Annette Caldwell Simmons School of Education and Human Development promotes excellence by engaging in and disseminatingscientifically-based research, preparing exemplary professionals in education and human development, collaborating with other schools and institutions in the development of model programs and furthering positive learning experiences in all stages of life.