1 / 29

Running head: HOW THE BRAIN LEARNS TO READ

Helpful Tips to Read . Running head: HOW THE BRAIN LEARNS TO READ . Tara M. McKean June 8, 2011. 3 Essential Questions on How the Human Brain Learns to Read. (Sousa, 2005, p. 31). Essential Question #1:. “ What must a child be able to do in order to read effectively?”.

mabli
Télécharger la présentation

Running head: HOW THE BRAIN LEARNS TO READ

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Helpful Tips to Read Running head: HOW THE BRAIN LEARNS TO READ Tara M. McKean June 8, 2011

  2. 3 Essential Questions on How the Human Brain Learns to Read (Sousa, 2005, p. 31)

  3. Essential Question #1: “What must a child be able to do in order to read effectively?”

  4. “Reading is NOT a Natural Ability” “Speaking is a normal, genetically-hardwired capability; reading is not” (Sousa, p. 32).

  5. To age • “…Pruning of the phonemes [start to occur] by [the age of one], the neural networks focus on the sounds of the language being spoken in the infant’s environment (Beatty, 2001)” (Sousa, 2005, p. 16).

  6. Early Stages of Reading “Do you want a cookie?” asked Dora. (Clipart for Free, 2008)

  7. Learning to Read Starts with…

  8. Phonological and Phonemic Awareness • An example of phonological awareness, “the word carpet has two syllables, each one composed of three phonemes” (Sousa, 2005, p. 35). car/pet • Phonemic awareness like in the word mat has three phonemes. /m/-/ă/-/t/

  9. Phonemic Awareness and Learning to Read

  10. Sounds to Letters (Phonemes to Graphemes) a apple ă

  11. Alphabetic Principle • This concept is a little difficult for children to learn due to a few problems. • “The letters of the alphabet are abstract and unfamiliar to the new reader, and the sounds they represent are not natural segments of speech” (Sousa, 2005, p. 36).

  12. Letters to Words “Decoding starts with learning the letters of the alphabet and the basic sounds they represent” (Sousa, 2005, p. 37). (Education Week, 2009)

  13. Morphemes • What are morphemes and morphology? • Morphological and Phonemic Awareness

  14. “Is Spelling Crucial to Reading?” “Success in reading does not automatically result in success in spelling” (Sousa, 2005, p. 41).

  15. Essential Question #2: “What role does working memory play in learning to read?”

  16. Phases of Vocabulary Growth

  17. Reading Comprehension The number of words in a sentence may affect one’s ability to comprehend the sentence and its meaning.

  18. Immediate Memory “Look. There goes a squirrel!” “What were we talking about?”

  19. Working Memory During the first 5 to 10 minutes of reading, children need to be fully focused on what they are reading and “make connections” in order for the information to be retained.

  20. Essential Question #3: What happens in the brain when a child goes from a…

  21. Using Schema Theory in Teaching and Learning Activate Prior Knowledge

  22. At Home Strategies to Improve Your Child’s Spoken Language

  23. Strategy 1: Provide opportunities for speaking and listening • Provide an environment that is “rich” in literature! • Use technology: www.storylineonline.net& http://www.wordworld.com/parentsteachers.php are excellent websites! (Education Week, 2009)

  24. Strategy 2: Read with Your Child! • Listen to Reading- “We hear examples of good literature and fluent reading. We learn more words, thus expanding our vocabulary and becoming better readers” (Boushey & Moser, 2006, p. 11). • Read alouds are beneficial to all children to help provide “rich” language experiences (Cobb & Kallus, 2011). • Read to Someone- “Reading to someone allows for more time to practice strategies, helping you work on fluency and expression, check for understanding, hear your own voice, and share in the learning community” (Boushey & Moser, 2006, p. 11).

  25. Strategy 3: Sing Songs, Lullabies or Poems Twinkle, Twinkle Little Star Twinkle, twinkle little star How I wonder what you are Up above the world so high Like a diamond in the sky Twinkle, twinkle little star How I wonder what you are (Lullabies, 1997)

  26. References Boushey, G. & Moser, J. (2006) the daily 5: Fostering Literacy Independence in the Elementary Grades. Portland: Stenhouse Publishers, 2006. Clipart For Free. Retrieved from http://clipart-for-free.blogspot.com/2008/08/dora-explorer-clipart.html

  27. References Cobb, J. B. and Kallus, M. K. (2011). Historical, Theoretical, and Sociological Foundations of Reading in the United States. Boston: Pearson. [Electronic version] Education Week. (2009). Retrieved from http://www.wordworld.com/ 02_25_09_EducationWeek.pdf

  28. References Reading is Fundamental, Inc. (n.d.). Providing a literacy rich home environment. http://www.rif.org/us/literacy-resources/articles/providing-a-literacy-rich-home-environment.htm Reading is Fundamental, Inc. (1997). Leading to Reading.http://www.rif.org/kids/leadingtoreading/en/babies-toddlers/lullabies/twinkle-twinkle-little-star.htm

  29. References Sousa, D. A. (2005). How the brain learns to read. Thousand Oaks, CA: Corwin. [Electronic version]

More Related