This document provides an overview of how the brain processes reading and some reasons why students may struggle. It discusses how reading requires integration of different brain regions and functions, including auditory processing, visual processing, and language processing. The document also introduces the Lindamood-Bell model which illustrates how these components must work together for comprehension. It emphasizes that reading is a learned skill that requires stimulating the relevant brain areas.

1. Howdy

2. PRESENTATION DISCLAIMER
The introduction you are about to receive is not a “certified” training in any of the
processes or programs presented.
The information contained in this presentation is my compilation of research and science
based materials for reading instruction for which there is reliability data and that I have
used to supplement my services as a reading specialist.
HOWEVER, the information included in this introduction does not include all available
research and resources on this topic.
PARENT WARNING!
The material provided in this presentation is simply
designed to help you identify “symptoms” of your child’s
reading ability level.
Like any concern, if the symptoms continue or worsen
you need to seek further consultation with professional
specialists such as, but not limited to, your pediatrician,
school psychologist, teachers, and other specialists as
recommended.
Early detection and intervention is key to your child’s
Sincerely,
success in reading.
Kristin Cetone, Reading Specialist

3. Some children continue to struggle to
read even when they are taught using
research-based reading strategies called
“best practices.”
Why isn’t it working?

4. How does the cognitive process of the
brain impact the ‘reading process?’

5. My discussion today is a very general overview
of the brain and its functions.
Frontal Lobe Parietal Lobe
Cerebrum
Temporal Lobe
Occipital Lobe
Abstract thought processes
Problem solving
Creative thought
Intellect
Judgment
Coordination of movements
Some eye movements
Skilled movements
Sensory combination and
comprehension
Some language and
reading functions
Some visual functions
Auditory memories
Visual memories
Other memory
Some language
Some speech
www.enchantedlearning.com

7. “Communication within the brain is a collection of
separate parts that must learn to work together.
The two hemispheres of the brain must be able to
communicate back and forth with each other.”
Dr. Paul Maclean

8. “Think of a simple operation like reading.
First of all you are scanning a page back
and forth with your eyes. When your
eyes are over on the left side, you are
activating primarily the right brain, and
when your eyes are on the right side you
are activating primarily the left brain. So
you are switching the visual motion back
and forth through the brain’s center line.”
-Dr. Paul Maclean

9. “When you are looking at symbols and forming them
into words,the left brain thinks…
“c” plus “a” plus “t” = “cat”
and
“j” + “u” + “m” + “p” + “s” = “jumps.
To make sense, to integrate the idea of “cat” and “jumps” you
have to go to the right brain. It is the right brain which creates
the meaning and produces the concept of a cat jumping.
A major problem in dyslexia (difficulty in processing print) is
faulty communication between the left brain and the right brain
hemispheres.”
c a t
?
cat
-Dr. Paul Maclean

10. If we want to become a good dancer or athlete, we
have to develop and exercise the basic skills that are
necessary.
The same is true for reading.
Reading is not inherent to human beings. It is learned through
developing and exercising those areas of the brain that control
the functions needed for becoming a good reader.

11. Many scientists today are using the latest in
technology such as the f MRI (functional magnetic
resonance imaging) to now actually “see” what parts
of the brain function when a person reads.
This knowledge is being used to help develop ways to
stimulate those areas of the brain in those who are
struggling to read.
The New Frontier

12. The Lindamood-Bell Learning Processes® is a brain-based,
multi-sensory cognitive stimulation for struggling readers.
It is the model you see in the following slide.
It is the model I have used for struggling readers.

13. This is your brain on reading!
Comprehension
Auditory
Processing
Visual
Processing
Language
Processing

14. The first component is Auditory Processing
Auditory processing begins with
phoneme (a single speech sound) awareness
and “the ability to distinguish one speech sound
from another and to ‘perceive’ the identity,
number, and order of speech sounds or speech
sounds blended, into a syllable or word”
Patricia Lindamood, LiPs®, 1998

15. Encoding is the ability to represent this
perception of speech sounds with a visual code.
A well developed ability to “encode” is the single
most important foundational skill in
phoneme/alphabet-based languages and is necessary
in order to “DECODE” print for reading.
-Patricia Lindamood, LiPs®, 1998

16. “We have found that the KEY to helping individuals
develop phonemic awareness/auditory conceptual
function
and become independent in reading and spelling lies in
involving the conscious integration of the three senses
of
hearing * seeing * and feeling.”
-Patricia Lindamood, LiPs®, 1998

17. Returning to the model: a second component
is
Visual Processing.
butterfly
butterfly
This requires the development of “symbol imagery,”
which is the ability to picture the letters in words
on the screen in our minds.
This helps our brain to hold onto and compare in
order to translate these symbols into sounds
blend the sounds together, and say what the
word is.
The ability to image letter symbols is necessary
for decoding to read, and for spelling and writing.

18. Decoding is translating letter symbols into
speech sounds: turning written patterns into
spoken language.
Dog
duh-aw-guh
Visual Processing also includes sight words.
These are words we just have to recognize the
minute we see them. They do not play fair by our
sound rules many times. Example: through and
though, where the ‘ough’ letter pattern represents
two different sounds.

19. A third component of the reading process
is Language Processing.
This is the ability to process spoken words as
well as written words. The development of
vocabulary is important for fluency of reading
and comprehension.

20. Concept Imagery is the important key
for language processing and comprehension.
This is the ability to connect language (both oral and
written) to mental representations or images.
Language is easier to remember when it is connected
to a mental image.
s - u - n
Dual Coding Theory (DCT) by Allan Paivio,PhD.

21. This is especially important for
second language learners.
The word “c – a – t” is learned, remembered, and
understood best when the brain can
connect the word ‘cat’ to a mental image:
cat

22. For many, this final brain process is difficult.
As Albert Einstein once said,
“If I Can’t Picture It, I Can’t Understand It.”

23. The inner 3 circles must
all be functioning well in order to achieve
“ the prize” in reading which is Comprehension and
enjoyment.
Comprehension requires the brain to take the words it
has processed, and put them together as the “whole”
or the Gestalt in order to understand the story or
gain information from the text.

24. The information I have learned from brain
research has given me more understanding as a
Reading Specialist to help struggling readers.
Thank You
Kristin Anderson Cetone
Author and Reading Specialist
Buckaroo Buckeye-A Little Nut With Big Dreams
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