Brain Differences in Pre-readers Predicting

Future Reading Difficulty

Discussant - Kimberly Ketchen, Reading Teacher, Lowell Elementary School, Watertown, MA

Current Challenges in Accurately Identifying Struggling Readers

Appropriate assessments

English Language Learners

Previous learning experiences

Teacher preparation

Appropriate AssessmentsDevelopmentally appropriate for children

Assessments used by special educators

Educator friendly

English Language Learners

Determine if reading difficulties stem from limited English proficiency or a reading disability

Provide appropriate assessments in light of limited resources

TeachersAvailability of assessmentsTime

Previous Learning Experiences

Students have various learning experiences prior to entering kindergartenPreschoolPre-KDaycareHomecare

Teacher PreparationCourse Work

Professional Development

Experience

Time

Importance of Early Identification

Providing appropriate intervention

Providing explicit direct instruction

Reading is a complex process

Providing Appropriate Intervention

Tiered InstructionTier 1: Classroom-Core Instruction Tier 2: Group Intervention Tier 3: Intensive Intervention

Explicit Direct InstructionPhonological AwarenessPhonics

The Progression of Mapping

Speech to Print

Hourglass Depiction of the

Relationship Between

Awareness in Oral Language and

Written Syllable Decoding

(Carol Tolman; LETRS Module 3)

Reading is ComplexPhonological Awareness

Phonics

Fluency

Vocabulary

Comprehension

How Might Brain Measures Assist Educators?

Aid in developing more precise assessments

Aid in developing methods for teachers to accurately identify students with reading disabilities

Early intervention increases the likelihood of reading success