Spring,2016

NeuroscienceofLearningAnIntroductionto

Mind,Brain,Health,andEducation

Section:Reading&DyslexiaJuliaVolkman,TeachingAssistant&ALMCandidateHarvardUniversityExtensionSchool(PSYCE-1609)

March22,2016

1

Spring,2016

TheNobelPrize&severedyslexia

2Schnepps, M..LaboratoryforVisualLearning, Harvard-Smithsonian Center forAstrophysics

Carol Greidershared 2009 Nobel Prize for Physiology (telomeres and

chromosomes)

Baruj Benacerraf1980 Nobel Prize for

Medicine (Immunology)

70

Spring,2016 http://labvislearn.org/ 3

Dyslexia&astrophysics

Spring,2016 4http://www.learner.org/courses/neuroscience/

Spring,2016 5http://labvislearn.org/research/publications/

Dr.MatthewSchneps

Spring,2016

IQandlanguagedevelopmentappeartobeuncoupledindyslexia

6Ferreretal.,(2010);Shaywitz,Weiss,Saklofske,&Shaywitz(2015)

Spring,2016 Kapoula, Ruiz,Spector, Mocorovii, Gaertner, etal.,2016 7

Dyslexicadolescentsratedhigheroncreativitythantypicallydevelopingadolescents

Spring,2016 8

Entrepreneurswithdyslexia

Spring,2016

Poll:Whatpart(s)ofthebraindoweusetoread?

http://media.nbcphiladelphia.com/images/600*428/millennials-brains-brain-diagram.jpg 9

Spring,2016

Thereadingnetwork

Pegado,etal.2014 10

Spring,2016

Anotherlookatthereadingnetwork

11Dehaene,2009

Spring,2016

Poll:Canyouloseyourleftoccipitallobeandstillread?

Dehaene,2009 12

Spring,2016 13

YES!Thebraincanovercome…

At Age 11

Dehaene,2009

Spring,2016

Poll

• Doyoungreadersusemorecortexthanskilledreaders?

14

Spring,2016

Typically,specializedlanguageareasdevelopandlateralizeovertimebasedonexperience

15

Age 11 Age 38

Gaillard,2012;Kersey&James,2014

• Longer/refined connections are more efficient (like well-formed highways rather than meandering trails)

• Right hemispheric regions are recruited in early learners but less and less as expertise grows

Spring,2016

Poll

• Readingnetworks&dyslexia…

16

Spring,2016

Readingnetworksaredifferentindyslexia

17Finn,2013

Red =Non-impairedreader>Dyslexicreader

Blue =Dyslexicreader>Non-impairedreader

Spring,2016

Connectivityisdifferentintypicalversusdyslexicreaders

18Finn,2013

Red =Non-impairedreader>Dyslexicreader

Blue =Dyslexicreader>Non-impairedreader

Spring,2016

Connectivitydifferencesareseeninchildrenatriskfordyslexiabefore18monthsofage

19Langer,etal.,2015

FHD+=FamilyHistoryofDyslexia FHD- =NoFamilyHistoryofDyslexia

Axonal tracts of the arcuate fasciculus (connecting Broca’s area with Wernicke’s area) have decreased white matter in FHD+ infants

Spring,2016

Whyaretheresuchdifferencesinthesenetworks?

20

Spring,2016 21

Wordsareprocessedaswholewordsorphonologically

Dehaene,2009

Spring,2016 22

Longroutetaxesworkingmemory:thephonologicalbuffer

Baddeley,2000

https://classconnection.s3.amazonaws.com/173/flashcards/21173/png/psyc11339595879773.png

Spring,2016

Whataretheimplicationsofthisheavyworkingmemoryload?

http://dana.org/uploadedImages/Images/Content_Images/cere_slide3_0613_cont.jpg 23

Spring,2016

Dyslexiaisvariable:Afewpossiblerootcauses

• Magnocellulartheory(visualprocessingatypicalities)• Impairedvisualattention• Impairedauditoryprocessing

24Goswami,2015

A PHONOLOGICAL DEFICIT is a core component in most forms of dyslexia

Spring,2016

Howthevisualsystemworks(oversimplified)

25

Spring,2016

Dorsalstream=location…”where”pathway

https://lh5.googleusercontent.com/-5fvutO3mGNk/ULPz3gqvMeI/AAAAAAABMOg/5x0boyL4HEM/w672-h402/ventral-dorsal-stream.png 26

Spring,2016

Ventralstream=thing…”what”pathway

https://lh5.googleusercontent.com/-5fvutO3mGNk/ULPz3gqvMeI/AAAAAAABMOg/5x0boyL4HEM/w672-h402/ventral-dorsal-stream.png 27

Spring,2016 28

VWFAisintheventralstream

Visual Word Form Area (VWFA)

Dehaene, 2009

Whenwelearntoread,weretrainpartoftheface

area(FFA)intoonethatspecializesin

letters

Spring,2016

Thereisacost…Illiterateadultsarebetterarerecognizingfacesthanliterateadults

29Dehaene,2010

Spring,2016

WhatdoestheVWFA do?

Itandthenetworkedregionsbeforeandafterenable“…therapidrecognitionofstringsoflettersandtheir

translationintosequencesofsounds.”

Dehaeneetal.,2015,p237

http://dana.org/uploadedImages/Images/Content_Images/cere_slide3_0613_cont.jpg

Spring,2016

WhydoestheVWFAmatterindyslexia?

31

Spring,2016

“RD[ReadingDisability]oftenhasageneticbasisandhasbeenassociatedwithacommon

neurobiologicalmarker—thefailuretodevelopafunctionallyspecializedvisual-word

formarea(VWFA)…”

32Pugh,2006,p448

Spring,2016

Magnocellulartheory

33

Spring,2016

Visualmagnocellularsystem

http://images.slideplayer.com/1/6120/slides/slide_17.jpg 34

Spring,2016

Magnocellulartheory:Visualatypicalities

“…Reading canbedisruptedinpatientswith20/20vision[because]…readingisacomplextaskthatinvolvesaninterplayamongvision,eyemovements,attention,and

linguisticprocessing.”

35Rodriguez &Barton, 2015

Spring,2016

Magnocellulartheory:Visualatypicalities

“…Readingcanbedisruptedinpatientswith20/20vision[because]…readingisacomplextaskthatinvolvesaninterplayamongvision,eyemovements,attention,and

linguisticprocessing.”

36Rodriguez &Barton, 2015

What are the possibilities for intervention?

Spring,2016

Impairedvisualattention

37

Spring,2016

Dorsalattentionnetwork

http://www.acnr.co.uk/wp-content/uploads/2013/11/Visual-Hallucinations-Table-1.jpg

38http://4.bp.blogspot.com/-dAYrwpS1IyU/UCVSOS-A-eI/AAAAAAAABVE/njFzhGPb77w/s1600/Dang,+O'Neil,+Jagust+-+2012+-+Dopamine+supports+coupling+of+attention-related+networks.jpg

Spring,2016

ImpairedvisualattentionmayinvolvetheVWFA

TheVWFAhasstrongerconnectionstothedorsalvisualattentionnetworkthantothereadingnetwork

39Vogeletal.,2011

Blue =Readingnetwork Green =Visualattentionnetwork(dorsal)

Spring,2016 40

WhataretheimplicationsofaVWFAtrafficjamonthedevelopmentofthereadingnetwork?

• Hint#1:Practicemakespermanent.• Hint#2:Themindismadebytheworkofthehand.

Visual Word Form Area (VWFA)

Spring,2016 41

Theauditoryprocessingnetwork

http://therapeuticliteracycenter.com/what-we-offer/apd-and-brain-pathways/

Spring,2016

Impairedauditoryprocessing

Decreasedabilitytohearclearlyassoundintensitychangesovertime(thinkofaclassicalmusicpiecethatgoesfrom

pianotoforte…risetime)

Goswami,2015;Hämäläinen,etal.,2012

Spring,2016

Impairedauditoryprocessing

• Troublewithrise-time(theupwardmovingpartofamplitude)ispredictiveoffuturereadingdifficulty

• Behavioral evidenceofrise-timedifficulty:• Impairedmusicalrhythm• Timingdifferencesinsyllableproduction

Goswami, 2015

http://4.bp.blogspot.com/-qdkBc9EXHXU/VZbswH3TqVI/AAAAAAAADkA/zcz76bkrMwE/s1600/Girl%2Bplaying%2Brhythm%2Bsticks%2BVersion%2B4.jpg

Spring,2016

Poll

Symptomsofdyslexia

44

Spring,2016 45

Whatdoyouthinkwouldhelp?

https://dyslexickids.wordpress.com/2013/06/26/dyslexia-mind-map/

Spring,2016

Dyslexiainterventions

• RepeatingReading:Somesmallevidence• SpellingMastery:Somesmallevidence• LindaMoodPhonemeSequencing:Moderateevidence• OrtonGillingham:Notmuchevidence• FastForward:Mixedevidence• Computertraining:Growingevidence

46

Spring,2016

Motorpracticemayimprovevisualattention

https://www.leportschools.com/images/blog/learning-to-write-right/montessori-preschool-huntington-beach-writing-on-chalk-board.jpg

Kersey&James,2013,p11

https://verymontessori.files.wordpress.com/2012/04/teaching.jpg

Spring,2016 48

Andtheapps!

Spring,2016 http://labvislearn.com/compassionate-technology/ 49

MIT&compassionatetech

Spring,2016 http://labvislearn.com/e-readers/ 50

Casestudy:BrettBurlison

Spring,2016 http://www.voicedream.com/reader/ 51

E-reader

Spring,2016 52

Spring,2016

IsitcheatingtouseanE-reader?

53

Spring,2016

Casestudy:Holly

“Ithought Iwasilliterate. Ifoundessaywritingreallyhard.Therewasnothingmorefrustratingthanknowingwhatyouwantedtowrite,methodicallyconstructingalogicalplan,tickingalltherelevantcheckpointsandthenthefinalessay

tobesomewhatunrepresentative ofwhatwasinitiallyintended.”

http://www.dyslexiaaction.org.uk/case-studies/holly 54

Spring,2016

Casestudy:Holly

WhathelpedinHS:o Technologyo Tests:areader,scribe,andmoretime

Whathelpedincollege:o A universitymentoro Twomonthsextratimeforherdissertation

o A laptopwithassistivetechnologysoftware

http://www.dyslexiaaction.org.uk/case-studies/holly 55

HollyrecentlygraduatedfromcollegewithadegreeinPhysicalEducation

Spring,2016

Casestudy:Tom

• 8yearsold• Can’tconstructCVCwords• Can’trecallsightwords• Readsqfory• Soundsoutdressasbrss• Frustrated

http://www.dyslexiaportfolio.co.uk/case_studies_tom.php 56

Spring,2016

Casestudy:Tom

Interventionplan• Memory(auditoryandvisual,toincludesequentialmemory)

• Developingasightwordstore• Securingphoneme-graphemecorrespondence• Alphabeticknowledge

…What’smissing???

http://www.dyslexiaportfolio.co.uk/case_studies_tom.php 57

Spring,2016

Casestudy:Grace

• Troublewithvisualscanning,processing,andworkingmemory.

• Difficultieswithspellingandsequencingforproblemsolving.

• Strongverbalskillsandartisticabilities.• Learnswellwithcolorandwhenherhandsareoccupied.

• Struggleswithnotetaking(duetodifficultieswithspellingandvisualscanningassheswitchesfromthefrontoftheroomtoherpaper)

• Difficultykeepingupwithlecture(gets“lost”)• Lookslikeshe’sdaydreaming…

http://dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 58

Spring,2016

Casestudy:Grace

• Troublewithvisualscanning,processing,andworkingmemory.

• Difficultieswithspellingandsequencingforproblemsolving.

• Strongverbalskillsandartisticabilities.• Learnswellwithcolorandwhenherhandsareoccupied.

• Struggleswithnotetaking(duetodifficultieswithspellingandvisualscanningassheswitchesfromthefrontoftheroomtoherpaper)

• Difficultykeepingupwithlecture(gets“lost”)• Lookslikeshe’sdaydreaming…

http://dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 59

What are the possibilities?

Spring,2016

Casestudy:Grace

• NotDaydreaming:Desperatelywantstoblendinwithherpeers(soshelookedtothemtoseewhatshewassupposedtobedoing)

• Abletofollowalonginbooksthatshecouldhighlightandmakedoodlesandnotesinthemarginsduringthelecture;thisfreedherattentiontofocusonthelectureandgavehernotestorefertolater

http://dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 60

Spring,2016

Casestudy:Amy

• Enjoyscreativewriting,fashion,andart

• Extremelybrightandhasastrongmemory

• Benefitsfromrule-basedinstruction.Ifyoutellheraruleonce,shewillbeabletoreciteittoyouthenexttimeyouseeher.

• Shedelightsinbeingabletobetheteacherandteachtherulesherselforcorrectothers’errors.

• Amy’sstoriesoftenjumparoundwithoutanycohesionorplot

http://dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 61

Spring,2016

Casestudy:Amy

• Enjoyscreativewriting,fashion,andart

• Extremelybrightandhasastrongmemory

• Benefitsfromrule-basedinstruction.Ifyoutellheraruleonce,shewillbeabletoreciteittoyouthenexttimeyouseeher.

• Shedelightsinbeingabletobetheteacherandteachtherulesherselforcorrectothers’errors.

• Amy’sstoriesoftenjumparoundwithoutanycohesionorplot

http://dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 62

What are the possibilities?

Spring,2016

Casestudy:Amy

• Visual/editingapproachtostories

• Workonherstorydaily• Useamulti-sensorymodeltoillustratethepartsofastory(character,setting,initiatingevent,internalresponse,plan,andresolution)

• Amydraftedstoriesaboutglamorouspeopleandenjoyedillustratingtheirwardrobes

• Amyrevisedherstories(withguidance)usingthestorytool

• Afterseveralrevisions,sheproducedawell-developedstoryandcolorfulillustrationthatwasframedanddisplayed.

http://dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 63

Spring,2016

Casestudy:Ryan

• DiagnosisofPDD-NOSthataffectshislanguage,social,andliteracyskills

• Struggleswithanxiety.• Interests:piratesandtreasure,cooking,watchinghisfavoriteTVshows,anddrama

• Strongmemory• Conveysagreatdealofsocialknowledgewhenheisactingordrawing

• Protestsandshutsdownwhenhehastoreadorwrite

dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 64

Spring,2016

Casestudy:Ryan• DiagnosisofPDD-NOSthataffectshislanguage,social,andliteracyskills

• Struggleswithanxiety• Struggleswithreadingandfollowingdirections,askingforclarification,andcomprehendingandusingabstractvocabulary

• Protestsandshutsdownwhenhehastoreadorwrite

• Interests:piratesandtreasure,cooking,watchinghisfavoriteTVshows,anddrama

• Strongmemory• Conveysagreatdealofsocialknowledgewhenheisactingordrawing

dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 65

What are the possibilities?

Spring,2016

Casestudy:Ryan– Socialanxietyreduction

• Watchedshows thattaughtlessonsaboutfriendshiporhada“moraltothestory”

• Tooksomeofthosethemesandstoriesandmodifiedthemintohisownstorythatincludedkidsfromhisschoolandhimselfascharacters

• Illustratedhisstoryandmadeitintoashortbook.

• TherapistsuggestedthatRyanmakehisstoryintoaplay,andthathecouldbethedirector

• Role-playsdonewiththerapisttohelpwithsocialanxiety:greetings,turn-taking,activelistening,problemsolving,andflexibilityforhandlingunforeseencircumstances

• Heinvitedapeertoactinhisplay;Hassincedirectedfourplaysandwrittencountlessothers

• Fiveofhispeershavecomeandactedinhisplays.(Ithasbecomea“cool”thingtodoinRyan’ssocialcircle)

• Gainedconfidenceinrelatingtohispeersandinhisstrengthofwritinganddirectingplays

dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 66

Spring,2016

Casestudy:Ryan– Sequencing&directions

• Bakingprojects:requiredhimtolocatethedirectionsonthepackage,sequenceandfolloweachstepinasequence,anddeterminethemeaningofnewvocabulary

• Thiscontextuallearningincreasedhisattentionandremovedallanxiety

• Builtonhisstrengthsforbaking• Learningincontextallowedhimtorememberthemeaningsofabstractvocabulary

• Ultimatelyhebroughthisbakedtreatstoothersthusreceivingmorepositivesocialfeedback

dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 67

Spring,2016

Casestudy:Ryan-Readingpractice

• Scavengerhuntstoboostreadingfordirectionsandvocabularyskills

• Enjoyedthechallengeofcomplexdirectionsbecausetherewasanelementofsurpriseandadventure

• Clearconsequenceifheincorrectlyfollowedthedirections(creatingtheopportunityforRyantoaskfordirectionsorseekclarification)

• Context-basedlearning(i.e.,hewaslookingatafireextinguisherwhenhewasreadingthewordforthefirsttime)waseasytoremember

• Manyconjunctions(but,therefore,so,if)andsequencewords(when,atthesametime,before,after,next)weretargetedmultipletimes,whichledtomastery

dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 68

Spring,2016 69

Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare

Spring,2016 70

Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare

• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence

Spring,2016 71

Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare

• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence• Ifthey’renotgettingthey’resounds,scheduledaily(justlikebrushingyourteeth,shortbutconsistent)practicewith:

o Hearingthesounds inlanguage(soundgame)o Linkingthesoundsandsymbolsoflanguage(sandpaperletters/movablealphabet)

Spring,2016 72

Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare

• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence• Ifthey’renotgettingthey’resounds,scheduledaily(justlikebrushingyourteeth,shortbutconsistent)practicewith:

o Hearingthesounds inlanguage(soundgame)o Linkingthesoundsandsymbolsoflanguage(sandpaperletters/movablealphabet)

• Playmemorytraininggames(e.g.,“bringmeasock”,“bringmesomethingblue”)

Spring,2016 73

Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare

• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence• Ifthey’renotgettingthey’resounds,scheduledaily(justlikebrushingyourteeth,shortbutconsistent)practicewith:

o Hearingthesounds inlanguage(soundgame)o Linkingthesoundsandsymbolsoflanguage(sandpaperletters/movablealphabet)

• Playmemorytraininggames(e.g.,“bringmeasock”,“bringmesomethingblue”)• Linktheirintereststothewrittenword(sotheyareinspiredtoperseverewithreadingsomethingtheylove)

Spring,2016 74

Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare

• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence• Ifthey’renotgettingthey’resounds,scheduledaily(justlikebrushingyourteeth,shortbutconsistent)practicewith:

o Hearingthesounds inlanguage(soundgame)o Linkingthesoundsandsymbolsoflanguage(sandpaperletters/movablealphabet)

• Playmemorytraininggames(e.g.,“bringmeasock”,“bringmesomethingblue”)• Linktheirintereststothewrittenword(sotheyareinspiredtoperseverewithreadingsomethingtheylove)

• Makesurethey’regettingenoughsleepandoutdoortime

Spring,2016 75

Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare

• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence• Ifthey’renotgettingthey’resounds,scheduledaily(justlikebrushingyourteeth,shortbutconsistent)practicewith:

o Hearingthesounds inlanguage(soundgame)o Linkingthesoundsandsymbolsoflanguage(sandpaperletters/movablealphabet)

• Playmemorytraininggames(e.g.,“bringmeasock”,“bringmesomethingblue”)• Linktheirintereststothewrittenword(sotheyareinspiredtoperseverewithreadingsomethingtheylove)

• Makesurethey’regettingenoughsleepandoutdoortime• Limitscreentime(oneminuteofreading/everyminuteunassignedscreentime)

Spring,2016 76

Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare

• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence• Ifthey’renotgettingthey’resounds,scheduledaily(justlikebrushingyourteeth,shortbutconsistent)practicewith:

o Hearingthesounds inlanguage(soundgame)o Linkingthesoundsandsymbolsoflanguage(sandpaperletters/movablealphabet)

• Playmemorytraininggames(e.g.,“bringmeasock”,“bringmesomethingblue”)• Linktheirintereststothewrittenword(sotheyareinspiredtoperseverewithreadingsomethingtheylove)

• Makesurethey’regettingenoughsleepandoutdoortime• Limitscreentime(oneminuteofreading/everyminuteunassignedscreentime)• Beginregularstudyofamusicalinstrument

Spring,2016 77

Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare

• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence• Ifthey’renotgettingthey’resounds,scheduledaily(justlikebrushingyourteeth,shortbutconsistent)practicewith:

o Hearingthesounds inlanguage(soundgame)o Linkingthesoundsandsymbolsoflanguage(sandpaperletters/movablealphabet)

• Playmemorytraininggames(e.g.,“bringmeasock”,“bringmesomethingblue”)• Linktheirintereststothewrittenword(sotheyareinspiredtoperseverewithreadingsomethingtheylove)

• Makesurethey’regettingenoughsleepandoutdoortime• Limitscreentime(oneminuteofreading/everyminuteunassignedscreentime)• Beginregularstudyofamusicalinstrument• Lettheparent’sknowit’snottheirfault!But,theycanmakeadifference

Spring,2016 78

Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare

• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence• Ifthey’renotgettingthey’resounds,scheduledaily(justlikebrushingyourteeth,shortbutconsistent)practicewith:

o Hearingthesounds inlanguage(soundgame)o Linkingthesoundsandsymbolsoflanguage(sandpaperletters/movablealphabet)

• Playmemorytraininggames(e.g.,“bringmeasock”,“bringmesomethingblue”)• Linktheirintereststothewrittenword(sotheyareinspiredtoperseverewithreadingsomethingtheylove)

• Makesurethey’regettingenoughsleepandoutdoortime• Limitscreentime(oneminuteofreading/everyminuteunassignedscreentime)• Beginregularstudyofamusicalinstrument• Lettheparent’sknowit’snottheirfault!But,theycanmakeadifference• Focusonthepositives!Letthemknowthateveryonehaschallenges/gifts(nameyours)andeveryonefindsstrategiestoworkwiththem…everythingisworkable.

Spring,2016

Goodluckwithyourwork!

Gradstudents,remembertocompletethe3-2-1!

Ms.Volkman’sson 79