Universal Design for Learning (UDL) offers a framework to meet the needs of diverse readers by applying research in neuroscience that shows how everyone’s brain processes information differently according to three primary brain networks:
Recognition networks, the “what” of learning. Recognition networks govern how we identify and categorize what we are reading. To support recognition, authors try to include multiple means of representation, or various methods for demonstrating ideas and concepts. For example, having the text read aloud by the computer represents the content in two ways—visually and aurally.
Strategic networks, the “how” of learning. Strategic networks help us organize and express our thoughts about what we are reading. To encourage strategy use, authors stimulate multiple means of expression, or various ways for readers to respond to the text. For example, the BookBuilder coaches might encourage children to talk about how the story reminds them of their own experience, or to imagine concepts from the book in their minds, two different strategies for expressing ideas about the text.
Affective networks, the “why” of learning. Affective networks influence whether we are challenged, excited, or interested in what we are reading. To address affective issues, authors provide multiple means of engagement, or various tactics to get the reader engaged with the content. For example, children can choose books that interest them the most, or use the strategy coaches they like best, two among the many options you can give young readers to engage their enthusiasm.
