HOW THE BRAIN LEARNS TO READ

How the Brain Learns

Trenell Borrello
EDU 417 Cognitive Studies Capstone
Instructor: Joanna Savarese-Levine
February 10, 2016

HOW THE BRAIN LEARNS TO READ

Research in the area of cognitive psychology and neuroscience are in full swing and have
started breaking down the neuronal strategies of knowledge using brain-imaging methods.
During reading acquisition, our brain circuitry recycles several of its pre-existing visual and
auditory areas in order to reorient them to the processing of letters and phonemes (Dahaene,
2008). Today scientist do not have to depend on autopsies or injuries to view the brain due to the
advancement of methods to image the inner functioning of the human brain. Over the past twenty
years enhancements such as X-rays, Computerized Axial Tomography Scans (CAT), Positron
Emission Tomography Scan (PET), Magnetic Resonance Imaging Technology (MRI), Functional
Magnetic Resonance Imaging (fMRI), Electroencephalography (EEG),
Magnetoencephalography (MEG), Event-Related Potential (ERP), and Single-Photon Emission
Computed Tomography (SPECP) are all imaging techniques which gives the medical
professional a more comprehensive representation of the brain and how it functions. These scans
can be used to interpret different aspects about the brain for instance a PET scan of a student can
determine that more frontal lobe activity takes place when the student reads to themselves rather
than when they read aloud. Neuroscientist could interpret these scans as the student being better
able to comprehend his lesson when reading silently opposed to reading aloud. Armed with
such information teachers are more likely to make a more informed decision about how to
balance silent and oral reading both to obtain diagnostic information on decoding problems and
to enhance comprehension of what is being read (Jensen, 2008). PET scans and MRIs help
neurologist see the structural and useful variances between the female and male brains. In the
cortical sections the neurologist can observe the different part of the brain light up, with differing
levels of brain activity. This has been a major development in deterring how the male brain
learns opposed to the female brain. Nancy Forger, of the University of Massachusetts at

HOW THE BRAIN LEARNS TO READ

Amherst, reported recently that at least 100 differences in male and female brains have been
described so far. (Fischer & Immordino-Yang, 2008).
There are three regions of the reading system which are all fine-tuned to execute different
functions of the brain. This first is the most frontal region named the Broca area in honor of Paul
Broca, a French pioneer in neurology. Next region is referred to as the middle region of the
reading system which is named the Wernicks area and the angular gyrus. This region was named
for German neurologist Carl Wernicke who showed interest in people who had good expressive
language, however poor receptive language. Lastly, the third area is located at the base of the left
temporal lobe which Wernick suggested that this region could regulate access to a thesaurus,
where the spelling, sound, and meaning of each work is stored. This area is otherwise known as a
visual word form area.
When engaging in conversation it involves all the brains macrostructures and
microstructures, however when a child learns to talk it does not require comprehending them.
When children read words they are not conscious of how they are able to perform such a task.
Teachers must teach themselves how to decipher why this comes automatic for some students
and not so routine for other students. Two other significant areas of brain structure and neural
pathways involved in reading are the visual cortex and the angular gyrus.
The visual cortex has been more studied than any other part, and is the most understood.
The area is otherwise known as the striate cortex is positioned in the most posterior portion of
the brains occipital lobe. Visual information processing assists with how our brain construes
visual information that we acquire through our eye sight. Visual perception plays a significant
part in spelling, mathematics, and reading. The thalamuss role is to send data to the primary

HOW THE BRAIN LEARNS TO READ

visual cortex which is situated in the occipital lobe. It is here in the visual cortex that the brain
begins the initial step of reading by recognizing the visual pattern of a word (Gazzaniga, 1998).
The angular gyrus is placed concisely so to be a link amongst visual word recognition
system and the rest of the language processing system, in addition this is the area that letters of
the written words are deciphered into the echoes or phonemes of spoken language. Without this
transformation, reading and writing would be impossible (Fischer & Immordino-Yang, 2008).
Children fail to read for a number of reasons, either genetic or biological (Jossey-Bass
Reader, 2007). Dyslexia is a disorder affecting the brain which causes problems with reading and
writing. Many individuals with dyslexia have average to above average intelligence. Dyslexia is
fairly prevalent, and can occur as a result as developmental problems, or acquired due to head
trauma, tumor, or stoke. Some children have problems reading which stem from genetic or
biological factors. Visual processing problems starts with visual input, moreover problems in this
area can affect ones writing skills. Even though more research is needed it is believed that
dyslexia is a disconnected brain disorder and that the main issues of reading difficulties may
originate from visual insufficiencies rather than complications in the language-related areas.
A growing body of research shows that some poor readers may have subtle sensory
deficits in visual processing (Berninger, 2002). In the video by doctor Dehaene he advised
during the questioning portion of the video regarding dyslexia that when looking at
developmental dyslexia it may originate in pregnancy, however there is more research to be
done.
In children reading requires specializing in the visual systems, in addition recognition of
shapes of letters, letters, and connecting them to speech spoken promotes reading. Phonics is
superior to whole word training. Reading can be promoted by talking and reading to the child, in

HOW THE BRAIN LEARNS TO READ

addition by interacting with the child in other area such as playing simple board games can
enhance the childs excitement about reading. Dehaene also elaborated on the plasticity of the
brain and how adults are also able to learn to read, however it may be at a slower pace because
the brain is not as plastic when aging. The most important things teachers can do is to instill
confidence in their students, while at the same time teachers need to be educated on what works.
As a whole it is important to empower teachers as to what works best when teaching youngster
how to read.

HOW THE BRAIN LEARNS TO READ

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References

Dehaene, S. [WISEQatar]. (2013, October 25). How the brain learns to read [Video File].
Dehaene, S. [WISEQatar]. (2013, October 25). How the brain learns to read [Video File].
Retrieved from http://www.youtube.com/watch?v=25GI3-kiLdo Retrieved from
http://www.youtube.com/watch?v=25GI3-kiLdo
Berninger, V.W. (2002). Revealing the secrets of the brain: Neuropsychologist Virginia
Berninger studies brain images before and after instruction for clues to the mystery of
learning disabilities.
Fischer, K. W., Immordino-Yang, M. H., &, (2008). The Jossey-Bass reader on the brain and
learning. (1st ed.). San Francisco, CA: Jossey-Bass
Gazzaniga, M. (1998). The minds past. Berkeley: University of California Press.
Jensen, E. (2008). Brain-Based Learning. The New Paradigm of Teaching. 2nd Edition.
Sousa, D. & Tomlinson, C. (2011). Differentiation and The Brain. How Neuroscience Supports
the Learner-Friendly Classroom.
Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.).
Alexandria, VA: Association for Supervision & Curriculum Development