Chartwell School Jeffrey W. Gilger

February, 2017 University of California, Merced

Email = jgilger@ucmerced.edu

Different Brains, Different Learners:

Weaknesses in Reading May Be Tied to

Nonverbal Learning Strengths

http://ucmalliance.com/ http://faculty2.ucmerced.edu/jgilger/

Some of this work was supported in

part by a grant from the APA

Foundation and the Esther Katz Rosen

Foundation for Research and Programs

on Giftedness in Children (J. Gilger, PI),

and supplementary funds from Purdue

University and the Carlston Cunningham

Endowment.

Student Collaborators: Kristina Allen,

Anabel Castillo, and Maryam

Trabeau Crogman

Intro to RD & Developmental Variation

Giftedness and Spatial Abilities in RD Individuals

Recent Training Study

Conclusions and Closing Thoughts

The Nature and Manifestation of RD

• Primarily a language-based disorder (phonological awareness/processing)

• Neurological in origin (left inferior frontal, inferior temporal-occipital,

temporal-parietal)

• In part, neurodevelopmental in origin (disorganized neural pathways,

atypical cortical cell connection, gross and fine structural formations

different from controls, etc.)

• In part, genetic, with specific risk genes (moderate h2, replicated linkages

to specific genes or chromosomal sites)

Introduction To RD

Functions Related

to Reading

Structures Related

to Reading

Introduction To RD

dis·ease dəˈzēz/

noun: disease; plural noun: diseases;

noun: dis-ease; plural noun: dis-eases

a disorder of structure or function in a

human, animal, or plant, especially

one that produces specific signs or

symptoms or that affects a specific

location and is not simply a direct

result of physical injury.

Introduction To RD

Introduction To RD

Distinct Etiology of RD

Developmental Variation

Not That Simple…

Learning

Differences

Brain Variants

Cerebral

Diversity

Atypical Brain

Development

Developmental Variation

Developmental Variation

ONE: RD Brains Are Diffusely Atypical

• Neurodevelopmental genes may be specialized

• Commonly they will have broad effects if active early on

• Specific genes for specific complex cognitive disorders with limited

effects unlikely (vs. part of a disease)

• Key genes may effect primary areas but through interactions with other

factors can give rise to diffuse symptoms

In fact, for neurodevelopmental disorders we would expect multiple

symptoms…variations in structures and functions…

Developmental Variation

TWO: RD Brains Are The Result of Many Different Genes (and environments)

Developmental Variation

Fertilization: the sperm and egg join

in the fallopian tube to form a unique

human being. 46 chromosomes

combine, 23 from each parent.

Embryo at about 6 weeks: Notice the

large neural tube and the formation of

the heart and other internal organs.

Developmental Variation

Cells of Cortex Start as a Central “Ball”, Grow in Number and Size, and

Then Move to Their Locations…

Developmental Variation

Developmental Variation

Cascading Effects and Effects That Interact

Developmental Variation

Variation in the Corpus Callosum (Fig Courtesy of Bob Dougherty)

Developmental Variation

Medical

Model

Gifted

Atypical Brain Development = Natural Variation Around the Average

Developmental Variation

So…

Everyone’s brain is atypical….in

some way!

The question is:

In what ways is the dyslexic brain

atypical—beyond areas/skills related

to reading?

Similar Factors Can “Wire” the Brain to Have Both

Deficits and Gifts

Genetics

Neurology

Environment

Risk

Nonverbal Abilities Over

Verbal Abilities

Interaction

RD

Hi NVIQ

Developmental Variation

Stories About Gifts and Twice Exceptionality

Need more research!

The “gift” of dyslexia?

• Some evidence that RDs are over

represented in NV careers, creative fields,

etc.

• Mixed, primarily negative results,

that RDs are better at standardized NV

assessments

Giftedness and Spatial Abilities in RD Individuals

Six Studies

1. MN Family Study: Craggs, Sanchez, Kibby, Gilger & Hynd (2006). Cortex, 42, 1107-1118. 2e may run in families; correlated with unique brain morphology

2. Spatial Visualization in RD vs Control Students: Olulade, Gilger, Talavage, Hynd & McAteer (2012). Developmental Neuropsychology, 37 (7), 617-635. RD’s may process spatial information uniquely although they may not show this behaviorally

3. Comparison of NV Gifted RD to RD, Gifted and Controls: Gilger, Talavage & Olumide (2013). Frontiers Human Neuroscience, 7, 1-12. 2e adults may look neurologically like RDs due to life long compensation effects

4. Comparison of NV Gifted RD to Gifted: Gilger & Olumide (2013). Roeper Review, 35, 1-12.

Gifted RDs might look the same on a NV test, but they process things differently

5. Review of Spatial Reasoning Studies in Dyslexics: Gilger, Allen & Castillo (2016). Reading disability and enhanced dynamic spatial reasoning: A review of the literature. Brain and Cognition, 105, 55–65. No evidence of an RD spatial strength but some uniqueness for special type of spatial processing

6. Neuroanatomical Differences. Gilger, J. W., Bayda, M., Olulade, O. Altman, M. & O’Boyle, M. (in press). Developmental Neuropsychology.

Giftedness and Spatial Abilities in RD Individuals

Table 1: Spatial Ability Constructs or Tests of Spatial Ability Factors

Common Name or Factor

Description Example Test2 Example Item

Spatial Visualization (SV)

Complicated, multistep

manipulations of spatially

presented information,

may involve rotations,

dynamic movement, part-

to-whole analysis

Paper From Board3

Spatial Relations or Rotation (SR)

Perceive an object from

different positions,

mentally rotate one

stimulus to align it with a

comparison stimulus,

involves rotations

and/or reflections

Shephard Metzler

Cubes4

Global-Holistic Processing, Closure Speed, Flexibility of Closure (FC)

Ability to identify quickly

an incomplete or

distorted picture including

figures impossible in a

normal 3-D environment

Impossible Figures,

Gestalt Completion5

Other Miscellaneous Abilities (O)

Navigating virtual

environments, building

blocks, perceptual

organization

Rey-Osterrieth Complex

Figure Task6

Giftedness and Spatial Abilities in RD Individuals Study 5

~ 90% of comparisons, RD worse or equal to nonRD participants

~ Over representation in certain careers

…While current research has not found a reliable RD-nRD difference on common tests of

spatial reasoning (except, perhaps, on impossible figures and complex 3-D virtual

environments), there is still much to be learned about the potential of the diffusely atypical RD

brain.

Broad behavioral and brain imaging studies of the RD phenotype beyond language or reading-

related abilities are needed, particularly those of a longitudinal nature examining learning as

well as aptitude.

Giftedness and Spatial Abilities in RD Individuals Study 5

C RD C > RD RD > C

Giftedness and Spatial Abilities in RD Individuals

• RDs = nRDs on accuracy and RT (a little slower in fact)

• RDs processed spatial problems using different neurology

Observed behavior does not necessarily reflect the same

neurology…

RD With Average IQ Compared to nonRD

Study 2

Giftedness and Spatial Abilities in RD Individuals Study 3 & 6

“Gifted potential in structure is “lost”in function in adults with RD

Studies Suggest:

• Behavior may not indicate underlying process

• RD brains diffusely atypical and different in function/structure compared

to nonRD brains

• Early neurology and genetics may “prime” certain people to be at risk

for RD and at risk for the development of spatial abilities of a certain type

• There may be a risk for primed brains to develop one skill over another

in response to the environment

More research (especially with young children) is needed!

Giftedness and Spatial Abilities in RD Individuals

Giftedness and Spatial Abilities in RD Individuals

Developmental Theory of Spatial Skill Plasticity in RDs

“Thank You” to all participants and their families,

and the teachers/administrators!

Chartwell School,

Seaside, CA

The preliminary data shared at Chartwell on Feb 3rd has been

removed. If you have questions about that piece of the talk,

feel free to contact me.

Preliminary Data Conclusions

• Promising Results!

• Older Ages Included Later

• Neurologic Studies On Why

Conclusions and Closing Thoughts

Something To Consider

• May advise on treatment, plans, understanding

• What can you do today?

And remember…

• What we do to the person effects the entire person

• Effect on one area may effect another

• Appreciate profiles and individual differences w/o need for directive dx

Left Hemisphere Reading Network

Right Hemisphere

Visualization Center

Conclusions and Closing Thoughts

http://ucmalliance.com/ http://faculty2.ucmerced.edu/jgilger/

Jeffrey W. Gilger, PhD

University of California, Merced

Email = jgilger@merced.edu

http://ucmalliance.com/

http://faculty2.ucmerced.edu/jgilger/

Thank You!

And let me know if you

are interested in

research!