I
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
How Do Children Learn to Read,
Why Do Some Children Have Difficulty,
and What Can We Do to Prevent and Remediate
Reading Failure?
www.ReidLyon.com
www.centerforbrainhealth.org
Reading Is Fundamental
Reading is a
gateway to
success
“Courage is the power to let go of the
familiar”
--Raymond Lindquist
2009 National Assessment of Educational Progress
26 Percent of 8th grade readers below Basic
10
White
20
30
40
50
16
Black
43
Hispanic
39
American
Indian
38
Poor
Non-poor
40
15
60
70
80
90
100
2009 National Assessment of Educational Progress
20 Percent of Kansas 8th grade readers below Basic
10
White
20
30
40
50
14
43
Black
39
Hispanic
American
Indian
Low
Income
31
33
60
70
80
90
100
Why Do We Need National Common Core Standards?
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
KS STATE TEST – 85% Proficient
NAEP - 33%
Proficient
60
70
80
90
100
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%
Critical “Take-Aways” From the NAEP Data
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
Reading is Fundamental
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
(Center for Educational Statistics, 2009).
Does It Have To Be This Way?
NO!
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?
A Commitment to Focus on Four Research Questions:
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?
NIH-NICHD Multidisciplinary Research Program
(North America; Lyon, 1985-2005)
Children’s
Hospital/
Harvard LDRC
Waber
U of
Washington
Berninger
Toronto
Lovett
U of
Massachusetts
Rayner
Mayo
Clinic
Kalusic
Tufts
Wolf
Syracuse U
Blachman
Emerson
College
Aram
Beth Israel
Galaburda
Yale
Shaywitz
Haskins
U of Michigan
Labs
SUNY Albany
Fowler/
Vellutino
U of Wisconsin Morrison
Stanford
Liberman
Johnson-Glenburg
Carnegie-Mellon
Reiss
Boy’s Town
Northwestern U Rutgers U
Johns
Smith
Hopkins
Booth
ScarboroDenckla
ugh
U of Southern California
Purdue U
D.C./Houston
Hynd
Manis/Seidenberg
Colorado
Duke U
Forman/Moats
LDRC
Goldston
U of
U of
Georgetown U
Defries
Kansas
Missouri
Eden
U of
Geary
Shumaker
Univ of California – Irvine
Louisville
Filipek
Molfese
Colorado
Gallaudet U
San
Moats
LaSasso
Bowman
Francisco
U of Arkansas –
U of California – San Diego,
Gray
Herron
Med Ctr
Wood
Salk Institute
Dykman
Georgia
Bellugi
State
R. Morris
U of Georgia
U of Houston
Stahl
Yale
Francis
Methodology
Fletcher
Florida State
Torgesen/Wagner
Univ of Florida
U of Texas
Alexander/Conway
– Med Ctr
Foorman/Fletcher
NICHD Sites
U of Texas
Vaughn
THE NICHD SCIENTIFIC INVESTMENT
Number of Research Sites:
Children and Adults Studied:
Proficient Readers:
At-Risk/Struggling Readers
Average Years Studied/Followed:
Max Longitudinal Span to Date:
44 sites
57,000 studies
22,000 readers
35,000 readers
9 years
34 years
Current Prevention/Intervention Trials
12
trials
Schools Currently Participating:
266
schools
Classrooms Currently Participating:
985
classes
Classroom Teachers Participating:
Annual Research Budget:
1,012 teachers
$60 Million Dollars
Life Experience
Oral Language Skills
Content Knowledge
Knowledge of Language
Structures
Activation of
Prior Knowledge
Language
Knowledge about Texts
Vocabulary
Written Expression
Cultural Influences
Knowledge
Reading
Comprehension
And Critical Thinking
Motivation
Prosody
Engagement
Active Reading Strategies
Fluency
Metacognition
Monitoring Strategies
Automaticity / Rate
Accuracy
Spelling
Fix-Up Strategies
Decoding
Florida Reading Initiative
Phonemic Awareness
How Do Children Learn To Read?
Starting with ORAL LANGUAGE
AND
VOCABULARY Development!
Most Underprivileged. Children:
1. Are delayed in the development of phonemic awareness
2. Have had less exposure to print and the alphabet
3. Have vocabulary that are usually less well developed –
½ in poor children compared to other children
4. Have a range of experience and conceptual knowledge
that is often limited or different compared to other
students
5. Frequently do not have good models of reading or
support for academics in their homes
The Effects of Weaknesses in Oral Language
on Reading Growth
16
High Oral Language
in Kindergarten
15
14
13
Reading
Age Level
5.2 years difference
12
11
Low Oral Language
in Kindergarten
10
9
8
7
6
5
5
6
7
8
9
10
11
12
13
Chronological Age
14
15
16
Hirsch, 1996
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 Words
Tier 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)
Vocabulary
Successful Readers
Are exposed to a breadth of vocabulary words in
conversations and print at home and at school from a
very early age.
Struggling Readers
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 Read texts that are too difficult and thus are not able to
90 percent) and can make sense of unknown words to
comprehend what they read or to learn new words from
build their vocabulary knowledge.
reading.
Learn words incrementally, through multiple exposures Lack the variety of experiences and exposures
to new words.
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.
(Boardman et al., 2008)
Often have limited content-specific prior knowledge
that is not sufficient to support word learning.
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 Learned
By 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
VOCABULARY
Framework 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
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 Awareness
Framework 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 PRINCIPLE
Framework 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?
HOW DO CHILDREN LEARN TO READ?
FLUENCY
A common definition of reading fluency:
“Fluency is the ability to read text quickly,
accurately, and with proper expression”
National Reading Panel
4
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.
Fluency
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)
READING FLUENCY AND AUTOMATICITY
Framework 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
COMPREHENSION
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
influenced by:
Accurate and fluent word reading skills
Oral language skills (vocabulary, linguistic comprehension)
Extent of conceptual and factual knowledge
Knowledge and skill in use of cognitive strategies to
improve written expression and comprehension
Reasoning and inferential skills
Motivation to understand and interest in task and
materials
In Other Words, a student’s reading
comprehension depends on:
• How well they read the words on the page
• How much knowledge they have, and how
well they think
• How motivated the students are to do “the work” 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
National Reading Panel Findings on
Reading Comprehensions Strategies
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
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
Gradual release of Control Approaches are
Effective:
• Modeling and explanation
• Guided practice and explanation
• Independent practice
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.
LANGUAGE COMPREHENSION
Skilled Readingfluent coordination of
SKILLED
word
reading and
comprehension
processes
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
VERBAL REASONING
LITERACY KNOWLEDGE
WORD RECOGNITION
PHON. AWARENESS
DECODING (and SPELLING)
SIGHT RECOGNITION
The Many Strands that are Woven into Skilled Reading
(Scarborough, 2001)
READING COMPREHENSION
Framework 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 Effective
Prevention studies
in reading (and
behavior)
commonly show
that 70- 90% of at
risk children
(bottom 20%) in K2 can learn to read
in average range
(Fletcher, Lyon, et
al., 2007)
NICHD INTERVENTION STUDIES
Study
Percent of children scoring below the 30th
percentile
Amt. of instruction
Pre RX
Post 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%
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
If progress is
inadequate,
move to next
level.
Tier 1: Primary Intervention
Enhanced general education classroom
instruction for all students.
Tier 2: Secondary Intervention
More 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/
Response To Intervention
• 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?
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
Interventions are more effective when they:
Provide systematic and explicit instruction on component
skills that are deficient
Provide a significant increase in intensity of instruction
Provide ample opportunities for guided practice of new
skills
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
White matter integrity as assessed
with diffusion tensor imaging
λ3
λ1
Tract based spatial statistics
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
Right Periventricular
Right PLIC
Left PLIC
VWF
Comparison of DFA/Dage 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)
MRI: Magnetic Resonance Imaging (Pugh,
Haskins Lab)
The Reading Circuit (Pugh et al., 2005)
SMG/
STG
IFG
MTG/
ITG
AG
OT/
VWFA
• 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)
• Increases in reading skill are
associated with Increases in
Temporoparietal
reading skill are associated
with increased specialization
of ventral LH areas for print
• Increased specialization of
ventral LH areas for print
Anterior
Occipitotemporal
)
Auditory Vs. Visual Sentence Task (
RH on left side
Constable, Pugh et al. (2004)
Temple et al. (2003): fMRI Data
L. Inferior frontal
and L. temporoparietal 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)
Inferior frontal gyrus
(articulation/word analysis)
Occipito-temporal
(word form)
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
RIGHT
RIGHT
LEFT
LEFT
TYPICAL
DYSLEXIC
Watching the Brain Read
Inferior frontal gyrus
(articulation/word analysis)
Parieto-temporal
(word analysis)
Occipito-temporal
(word form)
Left
LEFT
TYPICAL
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
Left Hemisphere
Right Hemisphere
At risk
Not at
Risk
Simos, Papaniolou,
Fletcher
150-300 300-1000 ms
Time after
Stimulus
Onset
An At Risk Reader
Left Hemisphere
Right Hemisphere
Simos, Papaniolou, Fletcher
Moving Forward
“ 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
The Annette Caldwell Simmons School of Education and Human
Development promotes excellence by engaging in and disseminating
scientifically-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.
Studies; How to maximize cognitive brain function & understanding
of memory, strategic thinking, creativity and much more ~
www.centerforbrainhealth.org
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