Reflection #2

In class today we watched episode 2 from "The Secret Life of the Brain" titled "A Child's Brain: From Syllable to Sound" as aired on PBS. (I've included a link to the video in the side panel). The film goes into detail about the development of the child's brain, from the time they learn to crawl, then run and walk. It also discusses the point in time when children learn to reason, pay attention, and remember. However, the focus of the video is specifically when a child learns a language. Until a child reaches the age of one, they learn a language with their entire brains. It is not until the language center of the left brain further developed, that the language center moves to the left hemisphere to further develop. The movie answers the question; What if a child's left brain is compromised due to illness or disease? How do their language centers develop? It is this information that we, as educators, need to understand and apply to our students.

We discussed the requirements to consider when choosing software or assistive tech for students who require it. Dr. Marcia Scherer developed a format from which assistive technology can be chosen to bets suit the needs of our students. (see links to Dr. Scherer's research on the side bar). Initially we must get to know our students, get to know them and their Personality, learn about their interests, understand the comfort level and try to gain some insight into the type of tech they would be interested and comfortable using. We must keep in mind the Environment/Mileu in which they will be using the device or tool. We must understand the Task the student is being asked to accomplish, and what the outcomes are they will be attempting to achieve. And last, but certainly not least, we must consider the Technology, and chose a device that best suits the needs of the student. All of these points work together, not one step in the process is individual of the other.

Dr. Marilyn Jager Adams, who has been acclaimed for her research around phoenix and understanding the process of learning to read and comprehend, has suggested a similar process with regards to the way in which children learn to read. (I've included some links to her research on the side bar). Adams focuses on various aspects of learning to read, and how they are connected to create a competent reader.

One of the initial steps is Phonological Processor which includes understanding the sounds associated with various letters and combinations of letter and words.
The next (not sequentially, but in conjunction with) is Orthographic Processor which is the encoding and identification of various combinations of letters.
The final part of this triad is Meaning Processor, organise the meanings of words. All three of these reading influences directly relate to the final component, the Content Processor which applies background and content information to words. (see embedded PowerPoint below for a more thorough description). http://www.cde.state.co.us/cdelgi/CRF/downloads/Resources/PowerPoints/ReadingProcess.pdf