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Neurobiology of Reading
Transcript of Neurobiology of Reading
Arts Integration is:
Systematic activation of less-effective neural reading networks
Neural Networks of Creativity
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
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.
Do developmentally impaired readers choose and succeed in arts integrated projects even when the project requires writing?
Why Arts Integration Choice?
Appreciation of an art form
Long-term retention of content
Better retention for impaired readers
Eleventh-grade American literature students
Fall 2012 - Spring 2015
Traditional book report
Project with written element & presentation
4th & 11th grade reading scores
Below grade level (NPR <45)
Narrative Poems, Film Trailers, Meals, Readers' Theaters, Songs, Skits
Character Portraits, Models, Puppet Shows, Crime Boards, Book Covers, Digital Paintings, Minecraft Narratives
92% of reading impaired students chose the project option
Average grade was an A-
More reading impairment in 4th grade
High level of engagement
High level of motivation, even in reading impaired students
Reading impaired students write without complaint
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%
"Children are wired for sound, but print is an optional accessory that must be painstakingly bolted on."
- Steven Pinker
Stages of Reading
Fluent, Comprehending Reader
Up to 100 times faster
High EL Population*