Transcript Reading in the brain

Learning to read and spell
High Frequency Words
Ann Beckitt
Whats so good about it?
• Whole/High Frequency Words
Knowledge of the words that appear most often in text will allow
your child to read more fluently and with deeper understanding.
100 HFW=50% of most texts.
• Multisensory
• Reading and spelling are learnt together
• Word Families
This increases the likelihood of the words being remembered and
used.
• Repetitive and rewarding
This increases the likelihood of the words being remembered and
used.
Teaching Reading
Bottom Up
Phonics
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decompressor
are needed to see this picture.
Teaching Reading
Top Down
Whole Word
Teaching Reading
Top Down
Whole Word
Bottom Up
Phonics
Reading is unnatural !
QuickTime™ and a
decompressor
are needed to see this picture.
Reading is a completely unnatural and artificial skill for the brain to
process.It uses existing systems and builds connections across
them.
Left Hemisphere
The old neurological model of reading is now
replaced by a more
complex distribution of interconnections.
Connections are needed as the human
brain does not have a specific reading
area. Reading is a completely unnatural
and artificial skill for the brain to
process.It uses existing systems and
builds connections across them.
Connections across several areas of the
brain ensure better communication.
Language and Visual areas pass
information back and forth.
All brains are as individual as a
fingerprint
The brains letter box/visual word form area
is the brains word bank
Connections are
made stronger
through the
release of certain
chemicals.
The chemicals are
produced as a
reaction to
stimulation,
repetition and
pleasure
The active area depends on
the task but it always
includes the visual word form
area (brains letterbox /
occipito temporal sulcus)
All brains are different in the way they are
organised
developed
and matured.
How do we
encourage the
brain to
compensate and
remediate when
connections are
weak or
impaired?
How do we
ensure the
connections
that are
maderemain?
•Motivate
•Attention
•Pleasure
•Self Esteem
•Automaticity
•Confidence
Spell Bound
A motivational spelling programme
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•
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Developed by 3 resource teachers
300 high frequency words
6 Sets A-F arranged in order of difficulty
50 words per set
5 colour coded lists-10 words in each
SPELLBOUND
Word cards are labelled with a letter denoting the set and a
number 1-10
Keep and use the cards in order
so the common spelling patterns are grouped.
Tutor and Student
F1
every
Spell Bound 1
Read –then- spell.
Reading
1.
2.
Tutor holds up each card.
Student reads aloud each
word as presented.
3. Correct any errors create 2 piles
(correct and incorrect.)
•
Record and reward
•
Put words back in order.
Spelling and Writing
1.
2.
3.
4.
5.
6.
7.
•
•
Tutor reads out each card e.g
“to.”
Tutor says the word in each
sentence e.g. “I went to school.”
The student writes the word.
Complete all words.
Tutor shows each card to
student, one at a time.
Student checks spelling.
If incorrect they rewrite
alongside.
Record and reward.
Put words back in order
Aim to achieve 10/10 3 times in a row
Supporting success
QuickTime™ and a
decompressor
are needed to see this picture.
QuickTime™ and a
decompressor
are needed to see this picture.
QuickTime™ and a
decompressor
are needed to see this picture.
Reading
Verbal prompts - mouthing out initial
sound/whole word.
Spelling and writing
Verbal prompts-individual letters/letter
groups
Visual prompts - allow a quick peep
have word in another room.
Spellbound – extension
Generalising learning will improve
automaticity.
Revising and repeating previously
learnt words will mean more
fluent reading and writing.
Change order
Speed trials
Millionaire
Technology
Word Olympics
Combine with other activities