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Physiological Development & Reading - Coggle Diagram
Physiological Development & Reading
The Brain & Reading
neurological dysfunction may affect reading and learning
even without known brain damage, neurological dysfunction would present difficulties
neurological deviations of brain functioning affecting reading
brain injury at birth
brain tissue injury during childhood
congenital and acquired brain defects
developmental lag
biochemical pecularity
central processing dysfunction symptoms
poor visual-motor coordination
reverses order of letters in words or changes the order of sounds in words
poor in organizing work
often appears clumsy and awkward
hyperactive and distractible
difficulty in shifting from one activity to another
impulsive
slow in finishing work
often shows a lag in maturation
reads considerably below potential
cerebral dominance
laterality implies that one hemisphere of the brain functions more efficiently than the other
it has an effect on reading capabilities (e.g., in some cases of lack of
dominance (ambidextrous), the reader may become
confused and indecisive in their reading)
the left hemisphere controls the right side of the body while the right hemisphere controls the left side
left brain dominance
analytical
linear/sequential
systematic
"planner" - organization
convergent
right brain dominance
global
random/simultaneous
intutive
"corrector" - prefers adjustments
divergent
types of cerebral dominance
Left-dominance: left hemisphere of the brain is dominant; right-handed, right-eyed, right-eared, and right-footed.
Right-dominance: right hemisphere of the brain is dominant; left-handed, left-eyed, left-eared, and left-footed.
Crossed-dominance: dominant hand on one side and dominant eye on the other (e.g., right-handed, left-eyed).
Lack of dominance: no consistent preference for an eye, hand, or foot
Dyslexia
Definition:
Trouble with reading, writing, spelling, and sometimes math
Characteristics
Reduced R&W comprehension of language
Approaches in Dealing with Dyslexia
Developmental Approach:
Intensifies conventional methods of instruction
Based on the belief that dyslexic children have slower brain development
Corrective Approach:
Emphasizes dyslexic's assets and interests
Remedial Approach:
Focuses on deficiencies
Slow rate of writing
Repeated spelling errors
Delayed spoken language
Difficulty learning and remembering printed words
Difficulty finding the right words when speaking
Errors in letter naming
Reversal of orientation of letters or sequence of letters in words when reading or writing
Causes
Unusual patterns of cerebral dominance
Manifestations of cerebral asymmetry
Presence of distortions in structure of cortex
Physical Health and Reading
Physical health supports cognitive efficiency
Health issues contribute to reading difficulties
Malnutrition reduces energy and attention
and different illnesses disrupts learning continuity
Perceptual Factors and Reading
Visual Adequacy
Reading depends on effective visual functioning
Subtle vision problems affect fluency
Visual adequacy supports reading comfort
Screening enables early detection
The Snellen chart is a test of acuity (keenness of vision) which uses line figures of young children and letters for those who can read.
Symptoms of Eye Disturbances
Behavior Symptoms
squints while reading
can’t sit still while doing close work
holds book very close to face
reversals while reading
confuses letters
mouths words or lip reads
confuses similar words
repetitions while reading
difficulty remembering what had just been read
Complaints
constant headache
asks to sit near the board
Avoidance Symptoms
skips a lot of words/lines while reading
avoids reading altogether
Educational Implications
multiple causation
not always the main cause of reading failure
severe problems affecting reading
corrective measures needed
remove conditions that hinder progress
Helping Children with Visual Difficulties
Control glare
proper lighting
large-sized materials
rest periods
screening tests; refer to professional if necessary
Visual Discrimination
ability to distinguish written symbols
necessary for reading
important in phonics (m vs n)
activities should use letters and words
similar symbols = better transfer
Multiple factors influence reading performance
Perceptual integration supports comprehension
and Weak perceptual skills hinder decoding
Visual Acuity
clarity of vision
Reading requires coordinated eye movement
According to Dechant (1964), a reader can read efficiently if they are able to:
coordinate the eyes
move the eyes along a line of print
make proper return sweeps
see clearly distinctly both near and far
change focus
fuse the impressions of each eye into single image
have a visual memory for what was seen
sustain visual concentration
have good hand-eye coordination
accurately perceive size and distance relations
Visual Defects
Refractive Errors
Hyperopia: Farsightedness
Myopia: Nearsightedness
Astigmatism
Binocular Difficulties
Strabismus: eyes aim at different directions, due to muscular imbalance, resulting in double vision
Aniseikonia: difficulty in fusion becase of difference in size or shape of the two ocular images
Auditory Adequacy
Testing Hearing
conductive loss
impairment in the conductive process in the middle ear
nerve loss
impairment of the auditory nerve
auditory acuity
recognize discrete units of sound
auditory comprehension
understand and retain what is heard
auditory discrimination
discriminate what is heard
Symptoms of Hearing Deficiencies
Physical & Environmental
Signs
Social/Emotional Indicators
Behavioral
Red Flags
appear "inattentive"
frequently ask for repetition
turn their head toward the speaker while cupping their hands behind their ears.
"blank expression"
be mistakenly labeled as "stupid" due to a lack of auditory engagement.
Be alert to "exceptionally loud" volume on the TV/radio
complaints of ringing or buzzing (tinnitus)
visible inflammation/discharge from the ears
Educational Implications
"
Reading retardation
" is more frequent in children with defective hearing, and deaf children generally face more difficulty than the hard-of-hearing.
Reading & The Hearing Impaired
Recoding into sign
Using American Sign Language (ASL) as a memory code
Note that students may make "miscues" by confusing signs with similar hand shapes
Recoding into Articulation
Converting print into "inner speech.
typically used by a minority of students who have some hearing and lip-reading ability
Recoding into Fingerspelling
Directly mapping the alphabet to hand shapes
helps children identify printed words already in their manual vocabulary