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Reading Research: Scientific Basis for the Flippen Reading Connection
Over the past few decades, lively debate has taken place about the nature of effective reading instruction. Chall (1967) coined the phrase the “Great Debate” to describe the ongoing arguments between proponents of direct instruction and whole-word instruction.
In order to address this debate, empirically-based scientific studies had to be used to demonstrate the efficacy of the various instructional techniques. Furthermore, processes had to be put in place to allow research to impact practices in the classroom. Such is the focus of the No Child Left Behind (NCLB) Act of 2001: encourage scientific validation and classroom implementation of proven instructional practices.
It is particularly important that proven instructional practices be used for learning disabled children. As Cook & Cook (2004) observed, many non-disabled students are able to learn and be successful readers even if the most effective instructional techniques are not implemented; however, it is absolutely necessary to use effective practices for learning disabled students. Crockett (2004) cited four guiding principles that would help foster effective instruction in the classroom:
- Use science to solve educational problems.
- Specify the intended outcome.
- Rely on instruction to improve student performance.
- Cultivate competent and caring personnel
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In addition to the debate in the educational community concerning effective methodologies for reading instruction, there has been considerable debate in the cognitive neurophysiological community concerning brain systems that are activated during cognition. The medial temporal (MT) lobes (declarative memory system) traditionally have been associated with cognitive learning whereas the basal ganglia (BG, non-declarative memory system) generally have been associated with procedural learning. However, recent research studies (Shohamy et. al., 2004 and references therein) have provided evidence that cognitive learning also occurs through the basal ganglia (non-declarative memory system). Researchers postulate that both the MT lobes and BG have specific and complementary activities in cognition. Research indicates that some learning disabilities may be the result of difficulties in the medial temporal lobes; therefore, activating complementary functions in the basal ganglia may help students with reading disabilities overcome problems originating in the medial temporal lobes.
The Flippen Reading Connection utilizes systematic, explicit, direct instruction in conjunction with strategy instruction to activate the brain’s declarative memory system (medial temporal lobes). Systematic direct instruction is recommended by the National Reading Panel for teaching reading skills to non-learning disabled as well as learning disabled students. A meta-analysis conducted by Swanson (2001) indicated that direct instruction in conjunction with strategy instruction is more effective in improving reading skills than either instructional strategy alone.
In addition, the Flippen Reading Connection utilizes specific bilateral arm and leg movements to activate the brain’s non-declarative memory system (basal ganglia), thereby supporting and complementing declarative memory functions carried out through the medial temporal lobes.
A double-blind, randomized controlled trial was conducted to determine the effectiveness of the Flippen Reading Connection in remediating reading skills in learning disabled children. The results demonstrated that students in the Flippen Reading Connection treatment group scored significantly higher than those in the curriculum based control group in all five areas that were assessed.
Therefore, an evidence-based, randomized controlled trial demonstrates that the Flippen Reading Connection is an effective program for improving the reading skills of children, and in particular, learning disabled children.
To view a copy of the double-blind, randomized controlled trial demonstrating the effectiveness of the Flippen Reading Connection, click on the following links: |
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Additional research and book excerpts may be accessed by clicking on these links: |
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REFERENCES
Chall, J.S. (1967). Learning to Read: The Great Debate. New York: McGrawHill.
Cook, B.G. & Cook, L. (2004). Bringing science into the classroom by basing craft on research. J. Learning Disabilities, 37(3): 240247.
Crockett, J.B. (2004). Supporting science in the schoolhouse: Four ideas to foster effective instruction in contemporary schools. Introduction to the Special Issue. J. Learning Disabilities, 37(3): 186188.
Shohamy, D., Myers, C.E., Onlaor, S., & Gluck, M.A. (2004). Role of the basal ganglia in category learning: How do patients with Parkinson’s disease learn? Behavioral Neuroscience, 118(4): 676686.
Swanson, H. L. (2001). Searching for the best model for instructing students with learning disabilities. Focus on Exceptional Children, pp. 118.
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