[NLA] Dr. Reid Lyon talk summary--long

[AWilder106@aol.com]

Dear Colleagues,

I have written a summary of Dr. Reid Lyon's talk at the recent Learning and 
the Brain Conference in Cambridge, MA.  While the talk was about children's 
learning, many apply the concepts to adult learning because the basics are 
more or less the same, as far as we know.  I hope the following is clear, the 
talk was not quite presented like this, but the meaning here should be clear.

My addition:  studies by VPurcell-Gates, Heath, Taylor and Dorsey-Gaines, 
Taylor, give nuance to Lyon's remarks.

Lyon started with 5 questions

1)  How do children learn to read?
2)  Why do some children have difficulty learning to read?
3)  How can we prevent reading difficulties?
4)  How can we remediate reading difficulties?--kids are often "teaching 
disabled," we do not provide teachers with the knowledge they need to teach, 
so some hold more closely to philosophy than science.   

Reading is the most visible behavior in schools;  if you can't do it you feel 
dumb, may develop classic ADHD symptoms, which are really escape and 
avoidance behaviors.

1)  Learn to read

#1. Substantial ORAL LANGUAGE interactions from birth onward; extensive 
LITERACY INTERACTIONS from birth onward.  (see Hart & Risley, Snow, Louisa 
Moats for SES differences)  Moats, DC:  90% of kids at  risk, majority had 
never seen a book, teachers not trained to take up the slack.  Literacy 
interactions:  read to, letters on fridge, language play, etc.  Low SES = 1/2 
of words/hr. that higher SES children hear.

#2.  Have developed an understanding that words are spoken, can be segmented 
into abstract sounds (phonemes)

#3  People handle words as acoustic bundles, ex:  CAT is one sound;  
acoustically, rhymes are an ordinary way kids learn to break the code--BAD. 
SAD, MAD;  CAT, HAT, MAT.  low SES kids,  probably less practice.

#4  Kids learn:  print represents the sounds of speech; letters and letter 
patterns are connected to speech sounds; learn how to decode accurately and 
rapidly; use cortex to confirm decoding, pronunciation of unknown words; use 
phonics  for unfamiliar words (do not predict unfamiliar word use from 
context; have developed background knowledge, vocabulary, to connect to what 
is read, known.

2)  Reading difficulty.

#1  Kids who do not have an early start are at risk for reading deficits at 
10 years.

#2  Early start = knowledge of 5 principles

Alphabetics (the use of letters in an alphabet to represent spoken words) 
made up of two parts:

1. phonemic awareness = knowledge of speech sounds
2. word analysis = letter-sound knowledge

3. fluency = ability to read with speed and ease (see Maryanne Wolf's work)
4.  vocabulary = knowledge of word meanings
5.  comprehension = understanding a text or "constructing meaning"

#3  A major reading deficiency =  slow movement from visual area (back of 
brain) to frontal cortex (organizing area) means less FLUENCY  Both low SES 
kids and dyslexic kids may have this problem. Low SES kids = less practice;  
dyslexic kids = neurological problems.  [Also, Tallal's work on sound 
segmentation and kids who have trouble hearing VERY QUICK sounds is another 
part of dyslexia.]  EG, there is a problem in linking the brain areas.

3)  Prevention

#1  Teachers need to directly, explicitly teach what is going on with the 
five principles.  38-40% of kids do not read when whole language/literature 
approach only is used.  (3-5% = neurological problems with reading)  

#2  NB--kids from disadvantage share the same brain pattern while reading as 
do dyslexic kids.  IQ/achievement = invalid marker as it will reflect BOTH 
DISADVANTAGE AND DYSLEXIA.  Need literacy, language practice from earliest 
school years on. [AW:  Reading is a skill that can be learned.]

#3.  Select a reading program which will work for most kids, then adjust it 
to work for the other kids.

4)  Remediation

#1  Educate teachers.   Teachers will use methods that bring results.  Hold 
colleges of education accountable for turning out capable teachers.

#2  Use books which are enjoyable for kids to read = 95% are at their 
instructional level.  Motivation overcomes plasticity, motivation is critical.

#3  Need aggressive peer review at state levels of reading programs before 
investment.

(Above is the result of work since 1985, studied k and grade1 to learn risk 
factors.   Began early intervention and prevention trials.  Early assessment 
models:  Snow, Torgeson.  NICHD has a Reading Research Program, 44 sites in 
N.America, Europe, Asia.  33 years, 39,802 children and adults.  21,860 good 
readers.  16, 942 with reading difficulties.   Have tested every theory, 
every SES, every ethnicity.  Results have to be generalizable.  Measure 3x/ 
yr, find kids who do quite well, not quite well, horribly.)  [AW:  for more 
particulars, get in touch with Lyon's office at 1-301-496-9849]  

NB:  The "Report from the Work of the NIFL/NCSALL Reading Research Working 
Group (Strategies For Teaching Adults To Read)"  draws from "Preventing 
Reading Difficulties in Young Children for Adult Learning and Literacy." 
(Snow, Burns, Griffin, 1998).  See also "Lessons from Preventing Reading 
Difficulties in Young Children for Adult Learning and Literacy, " (Snow and 
Strucker) in "The Annual Review of Adult Learning and Literacy, vol. 1, 
NCSALL " (2000, Jossey-Bass, San Francisco)

Andrea





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