Boston article on a recent MIT study.
New study out of MIT: “In each case, they found that in people with dyslexia, brain regions devoted to interpreting words, objects, and faces, respectively, did not show neural adaptation when the same stimuli were repeated multiple times.”
A short, important article for parents to read about RTI (Response to Intervention). Too often, students are receiving RTI without a long-term plan. Sometimes parents are not even aware that their child is receiving RTI. If you have concerns about your child’s reading, ask the classroom teacher about RTI to learn more.
“Very few states have defined any criteria for moving from RTI into special education. If you want to try RTI first, get a written statement from your school describing the criteria for transitioning from RTI to special education. This should include a timeline of how long RTI will be attempted, a definition of the progress expected, and what objective and measurable standards will be used to measure that progress.”
Excellent article from October 2015.
This kind of anxiety and frustration can be largely avoided, said Wolf, who is also director of the Center for Reading and Language Research at Tufts University and author of “Proust and the Squid: The Story and Science of the Reading Brain.” She and colleague Martha Denckla designed a simple test to quickly know whether there is a problem in the reading circuit very early on, as early as kindergarten or first grade. Called the RAN/RAS test (Rapid Automatized Naming/Rapid Alternating Stimulus), students are timed on how fast they can name letters, numbers, colors and objects.
RAN/RAS or a comparable evaluation is one of the single best predictors that there’s something different in how the brain is putting together letters with their name, which is like a mini-version of the later reading circuit. While RAN/RAS cannot diagnose a reading problem, it does provide educators with a red flag, suggesting that students may need further evaluation.
Watch the full U.S. Senate Committee Hearing that took place on May 10th.
Earlier this year, the ILA (International Literacy Association) published a “Research Advisory” on Dyslexia. It was immediately controversial among experts, educators and parents. Below is the well-written response by the IDA (International Dyslexia Association).
EXCERPT: Our purpose is not to criticize the work of ILA and other organizations with missions similar to ours, but instead to encourage frank discussion that will lead to the best solutions for the very serious challenges we face in education today. ILA has highlighted important concepts related to dyslexia in its Dyslexia Research Advisory; however, IDA has a responsibility to clarify the implications of the research cited for the parents, professionals, advocates, and legislators who rely on IDA for guidance in applying research to practice.
This article, but Louisa Moats and Carol Tolman, discussed the three main areas of reading disabilities: (1) phonological deficit, (2) processing speed/orthographic processing deficit and (3) comprehension deficit.
“For purposes of research, “reading impaired” children may be all those who score below the 30th percentile in basic reading skill. Among all of those poor readers, about 70-80 percent have trouble with accurate and fluent word recognition that originates with weaknesses in phonological processing, often in combination with fluency and comprehension problems. These students have obvious trouble learning sound-symbol correspondence, sounding out words, and spelling. The term dyslexic is most often applied to this group.”
Article out of Massachusetts on the neurobiological existence of dyslexia and the importance of appropriate instruction.
“The data indicate that it is no longer acceptable to wait until a child is in third grade or later before undertaking efforts to identify or address dyslexia.”
Research Report written by Utah Foundation. Two sections of particular interest to PC READS are entitled, “Literacy Efforts in Colorado” and “Literacy Efforts in Utah.” A quote from the report:
In 2008 the Commissioner established the Colorado Literacy Council to advise the CDE on literacy initiatives, including systems for the review of literacy content in educator preparation programs. That same year, the Colorado Legislature passed HB08-1223, which created technical assistant programs to help teachers intervene early with children who have literacy challenges such as dyslexia. Sponsor of the bill representative Mike Merrifield, explained at the time that effectively addressing dyslexia was one of the keys to reaching the governor’s goal of increasing the literacy rate and cutting Colorado’s drop-out rate in half in the subsequent 10 years.
The final entry written by Jodi DeVries after attending a summer institute on the Neuroscience of Reading with Dr. John Gabrieli and Dr. Joanna Christodoulou at MIT. Be sure to read the first three parts of this article. Links are available at the end of her post.
“Neuroscientists can show you all sorts of pretty brain pictures indicating how, when you read, your brain looks much different than non-dyslexic readers. It’s a brain thing. It’s not an effort thing. It’s not an instruction thing. It’s not an intelligence thing. It’s a brain thing.”
Theories on the Causes/Effects of Dyslexia & Reading Interventions
The third part of this article begins:
Theories on the Causes/Effects of Dyslexia
On the third day of the Learning and the Brain: Neuroscience of Reading summer institute, Dr. Gabrieli shared some other theories about presenting causes/effects (it’s very difficult to determine which is a cause and which is an effect) of dyslexia. One of these was that of rapid auditory processing. In the English language, many of the letters, and in fact, even entire words are nearly identical in the sound waveforms that they produce.
Why do children struggle with letter reveals? and What does our brain do when we read?
The second post begins with: “The second day of Learning and the Brain’s “Neuroscience of Reading” summer institute was a continuation of great learning. The majority of the lecture time was spent examining what’s going on in the brain of regular readers and those with reading disorders, specifically dyslexia.”
This four part article is a blog post made by Jodi DeVries, who attended a Learning and the Brain summer institute on the Neuroscience of Reading with Dr. John Gabrieli and Dr. Joanna Christodoulou at the MIT campus in Cambridge, MA.
Another article on the importance of early screening and intervention.
“Waiting until a child is in third grade or later before identifying dyslexia is no longer acceptable, researchers say. A new study shows that a large reading achievement gap between dyslexic and typical children is already present by first grade, but early effective intervention at the beginning of school can narrow or even close it.”
“For the study, published in the Journal of Pediatrics, researchers conducted a longitudinal study of reading from first grade to 12th grade and beyond and found that as early as ﬁrst grade, compared with typical readers, dyslexic readers had lower reading scores. Further, their trajectories over time never converge with those of typical readers.”