Good Morning!
Christopher Kaufman, Ph.D. (207) 878-1777 e-mail:
[email protected] web: kaufmanpsychological.org
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Moving the Frontal Lobe to the Front of the Class:
Execu&ve Func&on and Reading
y l b a rk a m d Christopher Kaufman, Re Ph.D. e g d i Abr on! Licensed Psychologist i Vers
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Execu)ve Func)on
The ability to direct and regulate one’s cogniCon, academic funcConing, and social/emoConal funcConing.
The Two Strands of Executive Function The Executive Skills
The Metacognitive Strand • Goal-Setting • Planning/Strategizing • Sequencing • Organization of Materials • Time Management • Task Initiation • Executive/Goal-Directed Attention • Task Persistence • Working Memory • Set Shifting
The Social/Emotional Regulation Strand • Response Inhibition (AKA: Impulse Control) • Emotional Control • Adaptability
Input vs. Output Regions of the Cortex
Output & Self-Direction
Input & Sensory Processing & Storage
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Frontal Lobe Specifics (Adapted from Hale & Fiorello, 2004) Dorsolateral Pre-frontal Cortex
Motor Cortex
Planning Strategizing Sustained Attention Flexibility Self-Monitoring ------------------------------Orbital/Ventromedial Prefrontal Cortex Impulse Control (behavioral inhibition) Emotional Modulation 6
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Frontal-‐re)cular-‐posterior cor)cal aPen)on loop (Goldberg, 2001, p. 172)
CogniCve areas illuminated by flashlight
The hand
direcCng the flashlight
Prefrontal Cortex
The aKenCon ‘flashlight’
Posterior (‘AssociaCon’) Cortex
ReCcular AcCvaCng System
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The Five Primary Impacts of APen)on Deficits and Execu)ve Dysfunc)on on the Acquisi)on of Reading Skill 1. On word-‐level reading (aPen)on, working memory, and self-‐regula)on deficits impac)ng decoding/word aPack accuracy) 2. On fluent reading (impac)ng passage level reading speed and accuracy) 3. On mo)va)on (impac)ng the quality and quan)ty of reading prac)ce) 4. On comprehension (par)cularly implicit/ inferen)al comprehension) 5. On wri)ng (its execu)ve aspects)
Four Types of Developmental Reading Disorders (Feifer, 2011) 1. DysphoneCc Dyslexia (difficul)es processing the component sounds of speech and with linking lePers to sounds – inhibits the ‘sounding out’ of words)
2. Orthographic Dyslexia (difficul)es recalling/recognizing the visual features of words; this is a par)cular problem with irregular words like ‘enough’ and ‘yacht’ and ‘the’)
3. Mixed Dyslexia (Impaired phonological and orthographic processing)
4. Comprehension Deficits (no obvious word level/mechanical
reading deficits, but comprehension is impaired)
Cracking the Code: The Role of EF Decoding requires:
• • • • • • • •
Phonological awareness Phonemic awareness Morphological awareness Orthographic knowledge Sound/symbol mastery Sound blending skill Vocabulary skill Syntax skill
Decoding also requires: • Goal-‐directed aPen)on • Working memory • Sequencing skill • Frustra)on tolerance • Task persistence
The Developmental Phases of Word Reading
Word Reading 2
1. PrealphabeCc (AKA: ‘Logographic’ reading) 2. ParCal AlphabeCc (ini)al phonics skill; e.g., guessing at words based on their ini)al sounds) 3. Full AlphabeCc (more skilled/ac)ve use of phonics to decode words) 4. Consolidated AlphabeCc (More fluent phonics skill, and the ability to recognize words based on features analogous to words already known) 5. AutomaCc (Recognizing most words quickly and easily by sight; that is, as mastered whole word forms linked to a growing vocabulary) Ehri & McCormick, 1998
Research has linked aPen)on deficits and developmental dyslexia Comorbidity of a?en&on deficit hyperac&vity disorder (ADHD) and reading disorder (RD) is frequent (with co-‐occurrence rates ranging from 12 – 25%; Shaywitz, 2003, Germano et al., 2010). • Visual aPen)on deficits (Thomson et al., 2005) • Spa)al aPen)on deficits (Facoeh et al., 2010)
AKenCon Deficits
Global Processing Speed Deficits
Rapid AutomaCc (‘Speeded’) Naming Deficits Reading Skill Deficits
Prefrontal Cor)cal Impact on Reading Fluency Fluency requires: sustained aKenCon and mental effort (variable aPen)on leads to missed or misread phonemes, morphemes, and whole words; variable energy leads to insufficient effort to scan memory for phoneme/grapheme linkages and sight words).
Fluency requires: consistent self-‐monitoring and impulse control (prevents impulsive guessing at words)
Fluency requires: s)cking to it, even if it’s hard or ‘boring’ 15
Fluency . . .
Your Turn: Read this if you can . . oUa
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ly?
squ
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rea hig
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The ‘MaPhew Effect’
Literacy Scores
A lack of fluency leads to this . .
The years going by . .
Working Memory (short-‐term memory put to work) facts ideas
direcCons
WM Stewpot
The brain’s RAM (Random Access Memory) Info from short-‐ and long-‐term memory are temporarily held ‘on line’ in working memory Auditory learners: Rely on the phonological rehearsal loop Visual learners: Rely on the ‘visual-‐spa)al sketchpad’ 18
How Large is the Child’s Working Memory Bucket? Case 1: Rachel Recallsitall Case 2: Nicky Normal ideas
facts
direcCons ideas
Case 3: Frankie ForgetabouCt
facts
ideas
facts
direcCons
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What do good readers do . . • Before they read? • While they read? • Aner they read?
The Literacy ‘Mix’ in Working Memory
Background Knowledge
New Information
Working Memory (Cognitive ‘Desktop’)
Concepts & Inferences
The process of reading is not a half sleep, but, in highest sense, an exercise, a gymnast’s struggle; that the reader is to do something for himself, must be on alert, must himself or herself construct indeed the poem, argument, history, metaphysical essay – the text furnishing the hints, the clue, the start or frame-work. -- Walt Whitman 22
Info from text
Prior knowledge Crummy Blissful UCnderstanding! omprehension
It’s the self-directed mixing together in working memory of information/ content extracted from text with prior knowledge (facts, schemas, paradigms, etc.) that yields meaning and understanding.
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Levels of Text Processing
Surface /Orthographic Level: ABCABCABCABCABCABCABCABCABCABCABCABC
Factual/Explicit Comprehension: Who, What, Where, When (“Gimme the facts – just the facts”)
Conceptual/Implicit Comprehension: Why, Original Thoughts, Inferences, Predictions 24
BoPom line: Kids with EF weakness tend to be . . .
Passive readers who process text in a fairly superficial, shallow manner!!
The Five ‘Big Ideas’ WriPen in Instruc)onal Terms for Kids with Execu)ve Struggles 1. Teach phonemic awareness explicitly. 2. Provide systema)cally sequenced phonics instruc)on. 3. Teach synthe)c phonics where lePers are converted into phonemes and then blended to form whole words 4. Use guided oral reading with appropriate error correc)on techniques and feedback strategies to facilitate reading fluency. 5. Develop vocabulary and use systema)c instruc)on to teach strategic reading comprehension.
Systema)c phonics instruc)on is essen)al “Phonics instruc)on in general educa)on may present problems for students who are at risk. For example, it may not be explicit enough, encourage students to guess at words, provide liPle systema)c presenta)on of sound-‐symbol rela)onships, and/or may not include decodable reading materials that allow students to apply the sound-‐symbol rela)onships prac)ced during phonics lessons” (Moats, 2007, as cited by Bursunk & Blank, 2010, p. 423).
Elkonin Boxes
Most important fluency-‐related strategy for kids with EF issues PRACTICE!!!
Specifically, daily guided oral reading prac&ce
Problem is, many kids with EF weakness find reading boring/tedious and therefore avoid prac)ce. 29
What Builds Fluency? • Frequent oral reading prac)ce (with immediate feedback) • Solid word reading skill (phonemic decoding fluency and sight word retrieval fluency) • Vocabulary and relevant prior knowledge • Exposure to fluent reading modeled by adults and peers.
Improving the Power of Repeated Reading with Kids with EF Weakness • Cue kids, before they read, to ‘read what’s on the page’ and to ‘read the whole word’
I will read every word on the page!!
• Remind kids, before they read, of the types of fluency errors they tend to make (“Remember to not skip small words”) • Have kids guide their reading using a finger or note card/paper • Model distrac)bility management! 31
Essen)al Comprehension Strategies (and the evidence suppor)ng their use)
Shanahan et al., 2010
Shanahan et al., 2010
Overarching Comprehension Strategy RecommendaCon:
Teach Literal and Inferen)al Reading Comprehension Strategies . . .
Explicitly!
Stages of Reading 3 After Reading
2 During Reading
1 Before Reading
‘Gather Thoughts’ Activate Background Knowledge and Schemas Develop Questions Plan for Comprehension
Elaboration in Working Memory Visualize/Personalize Talk to self about text! Summarize on the fly Hypothesize Monitor Comprehension
Consolidation/Organization In Long-Term Memory Summarize Recall/Retell Discuss Apply Change Schemas!
(Portions adapted from Daniels & Zemelman, 2004)
The ‘POSSE’ Reading Comprehension Strategy Predic)ng ideas from prior knowledge Organizing predic)ons based on forthcoming text structure Searching for the main ideas Summarizing the main ideas Evaluate comprehension (Mastropieri and Scruggs, 1997):
Reciprocal Teaching
Palincsar & Brown
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Q & A . .
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