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Neurobiology of Reading

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Sarah Henderson

on 8 January 2018

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Transcript of Neurobiology of Reading

The Neurobiology of Reading
Arts Integration is:
Impaired Readers
Systematic activation of less-effective neural reading networks
Neural Networks of Creativity
Largely unknown
Possible connection between reading impairment and creative or perceptual/spatial aptitudes
Arts Integration Research
Beneficial for all learners
Reading impaired students may exhibit improved long-term retention
Student effort and research connect subject area knowledge to an art form, deepening the knowledge of both
Highly flexible
Everatt, J., Steffert, B., & Smythe, I. (1999). An eye for the unusual: Creative thinking in dyslexics. Dyslexia, 5(1), 28-46.
Geschwind, N. (1982). Why Orton was right. Annals of Dyslexia, 32(1), 13-30.
Hardiman, M. (2010). The creative-artistic brain. Mind, Brain, and Education, 226-246.
Hardiman, M., Rinne, L., & Yarmolinskaya, J. (2014). The effects of arts integration on long‐term retention of academic content. Mind, Brain, and Education, 8(3), 144-148.
Pugh, K. R., Mencl, W. E., Jenner, A. R., Katz, L., Frost, S. J., Lee, J. R., & Shaywitz, B. A. (2000). Functional neuroimaging studies of reading and reading disability (developmental dyslexia). Mental Retardation and Developmental Disabilities Research Reviews, 6(3), 207-213.
Rinne, L., Gregory, E., Yarmolinskaya, J., & Hardiman, M. (2011). Why arts integration improves long‐term retention of content. Mind, Brain, and Education, 5(2), 89-96.
Silverstein, L. B., & Layne, S. (2010). What Is Arts Integration? Washington, D.C., The Kennedy Center for the Performing Arts.
Simos, P. G., Breier, J. I., Fletcher, J. M., Bergman, E., & Papanicolaou, A. C. (2000). Cerebral mechanisms involved in word reading in dyslexic children: A magnetic source imaging approach. Cerebral Cortex, 10(8), 809-816.
Wolf, M. (2007). Proust and the Squid: The Story and Science of the Reading Brain. New York: Harper.
References
www.sarahahenderson.com
@shenderson_s

Research Question
Do developmentally impaired readers choose and succeed in arts integrated projects even when the project requires writing?
Why Arts Integration Choice?
Intrinsic motivation
Appreciation of an art form
Long-term retention of content
Better retention for impaired readers
Subjects
Eleventh-grade American literature students
Fall 2012 - Spring 2015
Methods
Student Choice:
Traditional book report
Project with written element & presentation
Test Scores
4th & 11th grade reading scores
Below grade level (NPR <45)
Project Examples
Narrative Poems, Film Trailers, Meals, Readers' Theaters, Songs, Skits
Character Portraits, Models, Puppet Shows, Crime Boards, Book Covers, Digital Paintings, Minecraft Narratives
Results
92% of reading impaired students chose the project option
Average grade was an A-
Results
More reading impairment in 4th grade
Conclusions
High level of engagement
High level of motivation, even in reading impaired students
Reading impaired students write without complaint
Educational Implications
Arts integration appears to increase motivation, engagement and retention
Particularly effective for impaired readers
Content understanding through an art form
(Hardiman, Rinne, Yarmolinskaya, 2014)
4th grade reading scores predicted 11th grade project choice by 93%
Possible explanations:
Developmental
Structural
Network connections
Neural
A combination
"Children are wired for sound, but print is an optional accessory that must be painstakingly bolted on."
- Steven Pinker
Stages of Reading

Emerging Pre-Reader
Novice Reader
Decoding Reader
Fluent, Comprehending Reader
Expert Reader
VVUSD Challenges
Myelinated Axons
White Matter
Better insulated
Faster conductors
Up to 100 times faster
Low SEC
Word Poverty
High EL Population*
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