Cognitive + Dyslexia

COGNITIVE DEVELOPMENT
AND READING
PROPONENTS OF COGNITIVE THEORY
Jean Piaget Lev Vygotsky

COGNITIVE
How people think and understand

Comes from Latin word cognitio-, from conoscere
which means ‘get to know’
Concerned with acquisition of knowledge
(Microsoft Encarta, 2009)
STAGE 1: SENSORIMOTOR PERIOD
Birth to 2 years old
The child:
Explores the world through his five senses
Is initially not able to represent things in his
mind
Develops object permanence
Learns by adaptation to environment
READING IN THE
SENSORIMOTOR PERIOD
The child:
Is interested in picture books
STAGE 2: PRE-OPERATIONAL OR
PRE- CONCEPTUAL PERIOD
2 – 4 years old
The child:
Explores the world around him
Experiments with things in his
environment
Imitates adults in the use of things
Develops animism
Develops egocentricism
READING IN THE PRE-
OPERATIONAL PERIOD
The child:
Begins to develop concepts and associate
words with pictures and images
READING IN THE PRE-
OPERATIONAL PERIOD
His reading interest involve a
growing visual discrimination of
objects and symbols
STAGE 3: INTUITIVE THOUGHT
PERIOD
4 – 7 years old
The child:
Is introduced to concepts of number,
weight, length and height
READING IN THE INTUITIVE
THOUGHT PERIOD
The child:
Enjoys listening to rhymes and reading and
reciting poems
Develops reading readiness skills
Can read simple words, phrases and
sentences (4-5 years old)
Can read preprimers and basal readers (6-7
years old)
STAGE 4: CONCRETE
OPERATIONAL
8 – 11 years old
The child:
Is capable of thinking out about actions
previously carried out only at a sensorimotor
level
Develops logical reasoning
Develops conservation
READING IN THE CONCRETE
OPERATIONAL PERIOD
The child:
 Can do a lot of reading with meaning
 Can retell stories read
 Can pick out key words or topic sentences
that give the main idea
READING IN THE CONCRETE OPERATIONAL PERIOD
The child:
 Can note supporting details
 Can determine cause-effect relationships
 Can make inferences
There is a rapid growth in reading and in

use of reading tool.
STAGE 5: FORMAL OPERATIONAL
PERIOD
11-14 years old
The preteener:
Is capable of dealing with
hypothesis and propositions
Develops abstraction
READING IN THE FORMAL
OPERATIONAL PERIOD
 The preteener: Can cope with higher level critical reading
skills: drawing conclusions, making judgments, and
evaluating plot and style
 For bright pupils: Reading has become truly analytic,
interactive, constructive and strategic
 Beginning of period of refinement and wide reading
BRAIN AND READING
AND
THE READING BRAIN
KEY CONCEPTS
Learning to read is a key milestone for life in a literate

society
Learning to read is not natural for many children
Literacy development starts long before children start

formal reading instruction
READING DISABILITY: DYSLEXIA
Comprises about 80% of all learning disabilities
Fundamentally a language-based disorder
Not caused by a visual problem

Reading Disability: DYSLEXIA
Not based on brain damage
Not based on low IQ
Not based on poor motivation or

laziness
NATIONAL READING CRISIS
10-20% of children have dyslexia

Another 20% struggle with reading
75% of children with reading disabilities who are not
identified until 3rd grade will have significant reading
problems through high school
Most students receiving special education for reading do
not make significant gains
RESEARCH DEFINITION OF DYSLEXIA
Dyslexia is a specific learning disability that is

neurological in origin.
It is characterized by difficulties with accurate and/or
fluent word recognition, and by poor spelling and
decoding abilities.
These difficulties typically result from a deficit in the
phonological component of language that is often
unexpected in relation to other cognitive abilities
and the provision of effective classroom instruction.
WHO IS AT RISK FOR DYSLEXIA?
Occurs across all races, ethnicities, gender, and

socioeconomic levels
Occurs in all known written languages
Family history is the single greatest risk factor
Preschool history of oral language delay is a
significant risk factor
Poor quality home/school language environment adds
further risk
FEATURES OF DYSLEXIA
Faulty word recognition
Poor phonics
Slow reading speed
Poor phonological awareness
Poor spelling
Poor written expression
Grammar and word calling errors in oral
reading
PHONEMIC AWARENESS
The core deficit for K –A-T
classic dyslexia
Refers to ability to
identify and manipulate
individual phonemes CAT
(sounds) within words

Without this skill, learning
to read will be difficult to
nearly impossible
THE READING BRAIN
Three major regions in the left hemisphere of the brain carry
the workload for reading in most good readers
As children become good readers, more brain activity takes

place in the back part of the left hemisphere, which allows
word recognition to become more automatic
For people with dyslexia, this growing efficiency in brain

processing does not occur as it should
THE READING BRAIN
Under activation in critical dorsal and ventral regions in

the left hemisphere of the brain constitutes a “neural
signature” for dyslexia, detectable as early as the end
of kindergarten
Compensatory activation occurs in frontal and right

hemisphere brain regions, but this does not result in
accurate, efficient reading
THE READING BRAIN
Functional connectivity among critical brain

regions is equally important for reading
proficiency
Intensive, appropriate remedial reading therapy

results in more normal brain activation patterns,
and better reading skills
11 FACTS ABOUT DYSLEXIA
Dyslexia is the most common learning disability. Individuals with
this medical condition have difficulty in the areas of language
processing
1 in 5 people suffer from dyslexia.
About 70 to 85% of children who are placed in special education
for learning disabilities are dyslexic.
Dyslexia does not reflect an overall defect in language, but a
localized weakness within the phonologic module of the brain
(where sounds of language are put together to form words or
break words down into sounds).
People with dyslexia are usually more creative and have a higher
level of intelligence.
Those with dyslexia use only the right side of the brain to process language,
while non-dyslexics use three areas on the left side of the brain to process
language.
Children have a 50% chance of having dyslexia if one parent has it. And a
100% chance if both parents have it.
Dyslexia ranges from mild to severe. Around 40% of people with dyslexia
also have ADHD. And those with dyslexia use about 5 times more energy to
complete mental tasks.
Dyslexia is not a disease so there is no cure. It’s a learning disability that
includes difficulty in the use/processing of linguistic and symbolic codes,
alphabetic letters representing speech sounds or number and quantities.
Dyslexics do not “see” words backwards. The “b-d” letter reversal for
example is mainly caused by deficits in interpreting left and right.
The U.S. Department of Health and Human Services estimates that 15% of the
population has dyslexia.
WHAT ABOUT PRESCHOOLERS?
“The likelihood that a child will
succeed in the first grade
depends most of all on how
much he or she has already
learned about reading
before getting there.”
Dr. Marilyn J. Adams,

national reading expert
SYMPTOMS OF POSSIBLE
DYSLEXIA IN YOUNG CHILDREN
Difficulty recognizing
and writing letters in
kindergarten
Difficulty connecting
letters to their sounds
Difficulty breaking
words into syllables
(e.g., baseball into
base and ball)
Difficulty recognizing
rhyming words
SYMPTOMS OF POSSIBLE
DYSLEXIA IN YOUNG CHILDREN
Difficulty identifying words
with the same beginning
or ending sounds
Difficulty reading simple

words that can be
sounded out (e.g., big,
cat)
Difficulty remembering
common, irregularly
spelled words (e.g., said,
who)

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COGNITIVE DEVELOPMENT

Jean Piaget Lev Vygotsky

How people think and understand

There is a rapid growth in reading and in

Learning to read is a key milestone for life in a literate

Learning to read is not natural for many children

Literacy development starts long before children start

Comprises about 80% of all learning disabilities

Fundamentally a language-based disorder

Not caused by a visual problem

Not based on brain damage

Not based on low IQ

Not based on poor motivation or

10-20% of children have dyslexia

Dyslexia is a specific learning disability that is

Occurs across all races, ethnicities, gender, and

The core deficit for K –A-T

(sounds) within words

As children become good readers, more brain activity takes

For people with dyslexia, this growing efficiency in brain

Under activation in critical dorsal and ventral regions in

Compensatory activation occurs in frontal and right

Functional connectivity among critical brain

Intensive, appropriate remedial reading therapy

Dr. Marilyn J. Adams,

Difficulty reading simple

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