Class #6: Thursday, July 10^th

The Reading Process:

 

During today’s class we looked at the process of reading and discussed all of the components that are required in order to read a written text.  This is called a task analysis as we analyzed how the task of reading is accomplished.  I’ve attached a graphic organizer that summarizes many of the processes required in order to read. The overall message that I took away from this activity is that the task of reading is a highly complicated task that includes a range of cognitive processes, including (but not limited to) emotional engagement, attention to task (executive functions), comprehension, language processing.  Since it is such a complex process, it is very difficult to define with a single interpretation.  It is important for educators to know the process that is used to read so that we may determine which process is breaking down in students with reading difficulties.  Once we have determine which area(s) of the process are breaking down, we can determine which strategies or assistive technology a student should use to be able to acquire meaning from print.

                       

 Dyslexia and the Brain:

We watched part of a video entitled “The Secret Life of a Brain” (episode 2- the Child’s Brain).  This video discussed the brain on a dyslexic child vs. the brain of children without dyslexia. Research has found that in dyslexic children brains are not active in areas that are used for breaking down words into sounds.  One study that was highlighted in the video showed how a child’s brain had changed after using the Lindamood Bell program for 6 weeks.  A brain scan following the use of the LiPS program showed that the child was using more areas of his brain when he was reading.  In reviewing some recent research relating to the analysis of brain activity of students with dyslexia, I found two studies [Aylward et al. (2003) and Shaywitz et al. (2004)] that reviewed brain images of students before and after receiving intensive reading interventions.  Both studies reported increased activation in students’ brains following the reading interventions.

The Secret Life of a Brain (Episode 2: The Child's Brain)

 

Dyslexia and the Brain:  What Does Current Research Tell Us? (a related article)

Today's Article:

The action research project described in today's article "iPads as instructional tools to enhance learning opportunities for students with developmental disabilities" focused on the process and outcome of introducing ipad technology to support students with developmental disabilities. During the first section of the study, teachers were given the opportunity to engage in exploration of the ipad including planning time and professional development. I think that this component of the study is very important for the teachers involved in the study or any teachers that are planning to use iPads in their classrooms. In my current school, as a staff many of us have not moved beyond this phase of ipad integration. This is partly due to lack of mobile technology for use with students and limited access for teachers up to this point. The Technological Pedagogical Content Knowledge (TPACK) framework was used in this study in designing the PD that the teachers received before implementing the use of iPads in their classrooms. In reviewing the TPACK framework, I feel that I have a fairly well developed understanding of content, pedagogical, and technological knowledge. On the other hand, in order to effectively integrate more technology into my own teaching I would benefit from PD surrounding Technological Pedagogical Knowledge. 

One of the highlights of this article was the detailed documentation of how ipad technology was used in each course with the students. I was amazed to see the apps that are available for life-skills courses such as Cooking and Personal Development. For instance, before making pancakes in their cooking class, students used a "Pancake Maker" app to practice making and topping pancakes. I think that these types of apps would be very applicable for several students in our school's learning centre who engage is meal preparation epithet the daily living skills course.  

The authors discussed some challenges faced by teachers participating in the study. They mentioned that the teachers found it difficult to find appropriate apps for high school students with special needs. This seems to be a common issue due to the limited number of apps that integrate high interest themes with remedial skills. In preparation for our second assignment, I will be exploring apps that are appropriate for high school students that are reluctant readers. One of the apps that was introduced during yesterday's class was "Bitsboard". The versatility of this app provides opportunity for teachers of middle or high school students to develop boards that are appropriate for their students. I am looking forward to exploring this app further to determine the potential ways that I can use it in my own practice.