PATH to Reading Training Significantly Improves Timing Deficits, Improving Attention, Reading, and...
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PATH to Reading Training Significantly Improves Timing Deficits, Improving Attention, Reading, and Working Memory Teri Lawton, Ph.D. Director of Research
PATH to Reading Training Significantly Improves Timing
Deficits, Improving Attention, Reading, and Working Memory Teri
Lawton, Ph.D. Director of Research Perception Dynamics Institute
Del Mar, CA 92014 [email protected]
www.pathtoreading.com
Slide 2
Problem 80% of low-income 4th graders and 66% of all 4 th
graders in the U.S. are not proficient in reading, likely being a
result of timing deficits. Timing deficits prevent: - Attention and
reading networks from developing properly - Common Core from being
learned
Slide 3
PATH Created to Improve Reading Skills Visual Neuroscience 40
years Validation studies 30 years Patented technology ages 5 to 90
Team: UCSD, Educators, Optometrists, Parents, Therapists,
Scientists, Students
Slide 4
Why Is Learning So Difficult for Some People ? No need to blame
the schools. Its neural timing deficits that can be corrected.
Traditional strategies will not work unless this timing issue is
addressed. Tuning the brain's timing unlocks a person's ability to
think in a focused manner, using multi- tasking that relies on
working memory and sequential processing.
Slide 5
PATH to Reading Training Remediates Visual Timing Computer
program Patented Software Rapid and effective Remediates attention,
reading, and memory
Slide 6
Stimulus Needed To Detect Dyslexia When the direction of motion
is discriminated relative to stationary background Found for all
types of Dyslexics
Slide 7
PATH Protocol Show test frequency against different backgrounds
Measure ability to detect left vs rightward movement Repeat for
different test and background frequencies
Slide 8
PATH Complexity Levels Complexity level increases: 1)
Background Sinewave components (1 - 3) 2) Background contrast 5% -
20% 3) Patterns speed 6.7 - 13.3 Hz Students trained on 16
complexity levels - 1 motion direction (left or right), - 2 motion
directions Repeated measures ANCOVAS were used to compare matched
samples, controlling for age, sex, ethnicity, school
attended,.
Slide 9
Are students seeing dim movement? A fish in the net, means YES!
Must see the patterns below 1% contrast (this is dim!). When seen
below 1% earns another fish in the net at end of each pattern. The
more fish, the better they did!
Slide 10
How PATH Works
Slide 11
Movement Discrimination Contrast Sensitivity Increased
Significantly
Slide 12
PATH Training Significantly Improved:
Slide 13
More PATH Is Trained More Reading Rates Improved
Slide 14
Slide 15
Biological Basis of PATH Training Dyslexics - Sluggish magno
cells (dorsal stream) - Normal parvo cells (ventral stream)
Sluggish magno Timing deficits between magno & parvo Imbalance
between magno and parvo functioning causes specific deficit in
reading
Slide 16
Motion Pathways Cognitive processing problems Where What
activated at same time, What does not know Where to look. Motion
pathway = Where (fast) Pattern pathway = What (slow) Where
What
Slide 17
40 msec Delay Dyslexic Firing Rates Space Confusion ROB Time
Misrecognition word Word Distortions for Sluggish Motion Normal
word Pattern Onset Offset WORD Pattern Cells Motion Cells
Slide 18
Disrupted PPC, DLPFC: Central Executive Network Disrupted MST,
LIP, FEF Disrupted MT Disrupted magnocellular timing in V1 Low
Level Deficits in Dorsal Stream Disrupt Processing at Higher
Levels
Slide 19
MEG Source Imaging Used To Assess Functional Improvements in
Dyslexic Following PATH Training Subject was 29 years old, very
bright, yet reading at 6 th grade level. Standardized reading,
attention, and working memory tests to evaluate cognitive skills.
Path training for 15 min two times/week for 8 weeks.
Slide 20
MEG Brain Source Imaging Improvements Dr. Mingxiong Huang
(UCSD) analyzed MEG source imaging evoked by low contrast 1 cyc/deg
sinewave moving relative to 1 cyc/deg background. Substantial MEG
signal increases in Dorsal Network (V1, MT, MST, V3) and Attention
Network (ACC, DLPFC, VLPFC and precuneous/PCC). R L
Slide 21
Major Behavioral Improvements Following PATH Training Visual
Working Memory: 6 th % to 99 th % Delayed Recall: 1 st % to 25 th %
Reading Speed: 154 wpm to 437 wpm Visual Focus: 1 st % to 54 th %
Transformed his life!
Slide 22
Conclusions Strong evidence of functional changes following
PATH training are consistent with behavioral changes in - Dorsal
Visual Processing Network (V1, V3, MT, and MST) and - Attention
Network (ACC, DLPFC, VLPFC, precuneous/PCC). Advanced MEG source
imaging technique (Fast-Vestal) for assessing functional changes
with 1 msec temporal and 1 mm spatial resolution in multiple brain
areas is beneficial for assessing cognitive rehabilitation.
Slide 23
Improves Cognitive Skills Attention Processing speed Sequential
processing Multi-tasking Cognitive fatigue Working Memory Useful
Field of View Attention Processing speed Sequential processing
Multi-tasking Cognitive fatigue Working Memory Useful Field of View
Reading Fluency Comprehension Pronunciation Spelling Math
Figure-Ground Navigation Reading Fluency Comprehension
Pronunciation Spelling Math Figure-Ground Navigation
Slide 24
Summary PATH to Reading Intervention (www.pathtoreading.com)
Validated program based on neuroscience research Improves reading
fluency Improves ability to pay attention, remember, and multitask
By improving visual timing, PATH trains brain pathways to operate
together Simple and fast to administer
Slide 25
Backup
Slide 26
How PATH Is Implemented Training Videos and Training Seminars
PATH Training 10-15 minutes 2-3 times/week on computer, before
guided reading Initially trained one-on-one until task learned
After 1 week of individual training, can be administered to larger
groups
Slide 27
How Reading Rate Works
Slide 28
MT Responses in Dyslexic Before and After PATH Training
Slide 29
Standardized Tests Dyslexia Determination Test (DDT)
Computer-based reading speed Gray Oral Reading Test (GORT) measures
comprehension and reading speed Comprehensive Test of Phonological
Processing (CTOPP): Blending Words measures phonological awareness
Cognitive Assessment Systems (CAS) Attention Scale: Stroop and
Number Detection Test of Information Processing Skills (TIPS)
measures visual and auditory working memory WISC Coding
(Copying)
Slide 30
FastForWord (FFW) FFW improves phonological processing lengthen
phonemes until perceived accurately FFW builds auditory processing
and oral language skills 7 computer-based auditory exercises train
subjects Exercises progressively require: - longer attention
periods - more working memory - better reading comprehension
Slide 31
Nicholas had difficulty with many cognitive skills: - Unable to
understand what he read, write down his ideas, - Unable to pay
attention, multitask, or follow instructions, that was only able to
be remediated after PATH training. Following a short amount of PATH
training (20 min/week), Nicholas - Reading Speed increased from 99
wpm to 859 wpm - Reading Grade Level increased from 2 nd up to 5 th
grade - Reading Comprehension increased one grade level from 8.6 to
9.6 - Pronunciation increased from mildly below to above normal -
Spelling improved dramatically going from the lowest, markedly
below normal to the highest scores in class, - Following Directions
and paying Attention was no longer difficult, going from an age
equivalent of 8.2 up to 10.2 (27 th % to 50 th %), and - Writing
his ideas down which was previously impossible now became an
enjoyable task, with copying increasing in age from 8 to 10. -
Visual Working Memory improved from 50 th % to 90 th % - Auditory
Working Memory improved from 13 th % up to 83 rd % Finds he is much
less stressed and now can pursue any career desired! Training on
PATH: Transforms a Persons Life
Slide 32
Testimonial from 2 nd Grade Teacher After training on PATH to
Reading all of my students really benefited. My students improved
their attention span, paying more attention to class instructions,
doing a better job at following and completing classroom
assignments, being less prone to distraction than before, writing
with less mistakes and more efficiency, more comfortable writing
their own ideas on paper, improving their level of concentration
and understanding of concepts and reading comprehension. Ximena
Vidales-Zamosc, Second Grade Teacher, Walker Elementary, San Diego
Unified School District