Early clue to why some children may have reading woes - DailyHerald.com

Early clue to why some children may have reading woes - DailyHerald.com:



'via Blog this'



http://www.dailyherald.com/article/20150728/entlife/150729493/

Early clue to why some children may have reading woes

This photo provided by the Auditory Neuroscience Lab, Northwestern University, shows scalp electrodes to pick up how children's brains react to sounds such as speech in a noisy background. New research suggests it may be possible to predict which preschoolers will struggle to read, and it has to do with how they decipher speech when it's noisy.
Photo courtesy of Auditory Neuroscience Lab, Northwestern University

By Lauran Neergaard
AP Medical Writer

WASHINGTON -- New research suggests it may be possible to predict which preschoolers will struggle to read -- and it has to do with how the brain deciphers speech when it's noisy.

Scientists are looking for ways to tell, as young as possible, when children are at risk for later learning difficulties so they can get early interventions.

There are some simple pre-reading assessments for preschoolers. But Northwestern University researchers went further and analyzed brain waves of children as young as 3.

How well youngsters' brains recognize specific sounds -- consonants -- amid background noise can help identify who is more likely to have trouble with reading development, the team reported recently in the journal PLOS Biology.

If the approach pans out, it may provide "a biological looking glass," said study senior author Nina Kraus, director of Northwestern's Auditory Neuroscience Laboratory.

"If you know you have a 3-year-old at risk, you can as soon as possible begin to enrich their life in sound so that you don't lose those crucial early developmental years."

Connecting sound to meaning is a key foundation for reading. For example, preschoolers who can match sounds to letters earlier go on to read more easily.

Auditory processing is part of that pre-reading development: If your brain is slower to distinguish a "D" from a "B" sound, for example, then recognizing words and piecing together sentences could be affected, too.

What does noise have to do with it?

It stresses the system, as the brain has to tune out competing sounds to selectively focus, in just fractions of milliseconds. And consonants are more vulnerable to noise than vowels, which tend to be louder and longer, Kraus explained.

"Hearing in noise is arguably one of the most computationally difficult things we ask our brain to do," she said.

The new study used an EEG to directly measure the brain's response to sound, attaching electrodes to children's scalps and recording the patterns of electric activity as nerve cells fired.

The youngsters sat still to watch a video of their choice, listening to the soundtrack in one ear while an earpiece in the other periodically piped in the sound "dah" superimposed over a babble of talking.

Measuring how the brain's circuitry responded, the team developed a model to predict children's performance on early literacy tests. Then they did a series of experiments with 112 kids between the ages of 3 and 14.

The 30-minute test predicted how well 3-year-olds performed a language-development skill and how those same youngsters fared a year later on several standard pre-reading assessments, the team reported. Time will tell how well those children eventually read.

But Kraus' team also tested older children -- and the EEG scores correlated with their current reading competence in school, and even flagged a small number who'd been diagnosed with learning disabilities.

Oral language exposure is one of the drivers of reading development, and the study is part of a broader push to find ways to spot problem signs early, said Brett Miller, who oversees reading disabilities research at the National Institute of Child Health and Human Development, which helped fund the work.

But don't expect EEGs for preschoolers any time soon. While the machines are common among brain specialists, this particular use is complicated and expensive, and further research is necessary, Kraus cautioned.

Her ultimate goal is to test how a child's brain processes sound even younger, maybe one day as a part of the routine newborn hearing screening.

How Stress & Learning Affect the Brain

The Neuroscience Behind Stress and Learning | Edutopia:



'via Blog this'



from http://www.edutopia.org/blog/neuroscience-behind-stress-and-learning-judy-willis



By Judy Willis, MD

The realities of standardized tests and increasingly structured, if not synchronized, curriculum continue to build classroom stress levels. Neuroimaging research reveals the disturbances in the brain's learning circuits and neurotransmitters that accompany stressful learning environments. The neuroscientific research about learning has revealed the negative impact of stress and anxiety and the qualitative improvement of the brain circuitry involved in memory and executive function that accompanies positive motivation and engagement.

The Proven Effects of Positive Motivation

Thankfully, this information has led to the development of brain-compatible strategies to help students through the bleak terrain created by some of the current trends imposed by the Common Core State Standards and similar mandates. With brain-based teaching strategies that reduce classroom anxiety and increase student connection to their lessons, educators can help students learn more effectively.

In the past two decades, neuroimaging and brain-mapping research have provided objective support to the student-centered educational model. This brain research demonstrates that superior learning takes place when classroom experiences are relevant to students' lives, interests, and experiences. Lessons can be stimulating and challenging without being intimidating, and the increasing curriculum requirements can be achieved without stress, anxiety, boredom, and alienation as the pervasive emotions of the school day.

During my 15 years of practicing adult and child neurology with neuroimaging and brain mapping as part of my diagnostic tool kit, I worked with children and adults with brain function disorders, including learning differences. When I then returned to university to obtain my credential and Masters of Education degree, these familiar neuroimaging tools had become available to education researchers. Their widespread use in schools and classrooms globally has yet to occur.

This brain research demonstrates that superior learning takes place when classroom experiences are motivating and engaging. Positive motivation impacts brain metabolism, conduction of nerve impulses through the memory areas, and the release of neurotransmitters that increase executive function and attention. Relevant lessons help students feel that they are partners in their education, and they are engaged and motivated.

We live in a stressful world and troubled times, and that is not supposed to be the way for children to grow up. Schools can be the safe haven where academic practices and classroom strategies provide children with emotional comfort and pleasure as well as knowledge. When teachers use strategies to reduce stress and build a positive emotional environment, students gain emotional resilience and learn more efficiently and at higher levels of cognition.

Neuroimaging and EEG Studies

Studies of electrical activity (EEG or brain waves) and metabolic activity (from specialized brain scans measuring glucose or oxygen use and blood flow) show the synchronization of brain activity as information passes from the sensory input processing areas of the somatosensory cortex to the reticular activating and limbic systems. For example, bursts of brain activity from the somatosensory cortex are followed milliseconds later by bursts of electrical activity in the hippocampus, amygdala, and then the other parts of the limbic system. This data from one of the most exciting areas of brain-based learning research gives us a way to see which techniques and strategies stimulate or impede communication between the parts of the brain when information is processed and stored. In other words, properly applied, we can identify and remove barriers to student understanding!

The amygdala is part of limbic system in the temporal lobe. It was first believed to function as a brain center for responding primarily to anxiety and fear. Indeed, when the amygdala senses threat, it becomes over-activated. In students, these neuroimaging findings in the amygdala are seen with feelings of helplessness and anxiety. When the amygdala is in this state of stress-induced over-activation, new sensory information cannot pass through it to access the memory and association circuits.

This is the actual neuroimaging visualization of what has been called theaffective filter by Stephen Krashen and others. This term describes an emotional state of stress in students during which they are not responsive to learning and storing new information. What is now evident on brain scans during times of stress is objective physical evidence of this affective filter. With such evidence-based research, the affective filter theories cannot be disparaged as "feel-good education" or an "excuse to coddle students" -- if students are stressed out, the information cannot get in. This is a matter of science.

This affective state occurs when students feel alienated from their academic experience and anxious about their lack of understanding. Consider the example of the decodable "books" used in phonics-heavy reading instruction. These are not engaging and motivating. They are usually not relevant to the students' lives because their goal is to include words that can be decoded based on the lesson. Decodability is often at the expense of authentic meaning to the child. Reading becomes tedious and, for some children, confusing and anxiety-provoking. In this state, there is reduced passage of information through the neural pathways from the amygdala to higher cognitive centers of the brain, including the prefrontal cortex, where information is processed, associated, and stored for later retrieval and executive functioning.

Additional neuroimaging studies of the amygdala, hippocampus, and the rest of the limbic system, along with measurement of dopamine and other brain chemical transmitters during the learning process, reveal that students' comfort level has critical impact on information transmission and storage in the brain. The factors that have been found to affect this comfort level such as self-confidence, trust and positive feelings for teachers, and supportive classroom and school communities are directly related to the state of mind compatible with the most successful learning, remembering, and higher-order thinking.

The Power of Joyful Learning

The highest-level executive thinking, making connections, and "aha" moments of insight and creative innovation are more likely to occur in an atmosphere of what Alfie Kohn calls exuberant discovery, where students of all ages retain that kindergarten enthusiasm of embracing each day with the joy of learning. With current research and data in the field of neuroscience, we see growing opportunities to coordinate the design of curriculum, instruction, and assessment in ways that will reflect these incredible discoveries.

Joy and enthusiasm are absolutely essential for learning to happen -- literally, scientifically, as a matter of fact and research. Shouldn't it be our challenge and opportunity to design learning that embraces these ingredients?

JUDY WILLIS MD'S PROFILE