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Running Head: HOW THE BRAIN LEARNS TO READ

How the brain learns to read.
Jacqueline C. Copeland
EDU 417 Cognitive Studies Capstone
Maureen Lienau
May 26
th
2014







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HOW THE BRAIN LEARNS TO READ
How the brain learns to read.
The brain is a very complex organ in which much has be revealed about its function, but
there is still more to be learned. Through much research it has been revealed that language and
reading are closely interrelated and the reading involves language and language involves reading.
But the main character in the middle of this relationship is the brain, which take center stage in
the process of how the brain learns to read.
There are several areas of the brain that are involved in how it learns to read, such as in
the occipital lobes, whose function is to interpret visual stimuli, along with the visual cortex, the
parietal lobes and the temporal lobes which are involves auditory stimuli, ( Fisher, &
Immordino-Yang, 2008, p. 252). Then there is the left hemisphere where language and reading is
included that also works towards learning to read, (Dehaene, 2013).
But in order to get these areas, involved the brain has to be activated into action, and this
can be achieved by firing up neural pathways that will get the brain engaged, and preparing to
learn.
According to Schons, ( 2008), neural communication , where the brain receives sensory
input, such as sight, sound, or smell, certain neurons communicate with one another and form a
pathway, ( Schons, 2008). Therefore in order for the new information to be retained, neural
pathways need to be used on a continued basis. Research has revealed that when these pathways
are continually used the, the deeper the memory is ingrained and easier to retrieve when needed
for connections in the future, (Schons, 2008).
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HOW THE BRAIN LEARNS TO READ
By establishing neural pathways , the brain has helped to with long term memory by way
of helping to consolidate the new information for future use, because according to Dehaene,
2013), learning to read consists in : recognizing letters and how they combine into written
words connecting them to brain areas coding for speech, sounds and meaning,( Dehaene,
20130. So from the neural pathways that have been developed, long term memory will be able to
help make the connection needed for speech, sounds and meaning.
How do these neural pathways begin, it begins with visual stimulation which is another
way of communicating through the eyes, (Dehaene, 2013), and through the temporal lobes which
involves auditory stimuli, (Fisher, & Immordino-Yang, 2008, p. 252). In other words these
stimuli start chain reactions in the brain and this leads to other areas of the brains involvement
in how it learns to read. For example when the brain receives sensory information, the thalamus
acts as a relay station and directs the information to the amygdala and the hippocampus,
(Dwyer, 2002).
With neural pathways connected, the next function in how the brain learns to read con be
focused on auditory stimuli, which includes the auditor cortex. The auditory cortex and the
thalamus work together to help determine if the stimuli is language, noise or music, and once it
is determined it continues to the next processing step, ( ( Fisher, & Immordino-Yang, 2008,
p.255). As with visual stimuli it is very important to have established neural pathways that can
help with making meaning of the auditory process.


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HOW THE BRAIN LEARNS TO READ
Reading involves visual stimuli, therefore if vision is impaired or has some issue, then
being aware of this can not only help the student, but the teachers as well. Do to issues such as
poor eye health, poor visual acuity, and/or slower than normal eye movement, research reveals
that some poor readers may have subtle sensory deficits in visual processing, (Fisher, &
Immordino Yang, 2008, p. 261 & 262).
Since vision is a very important part of the reading process, then any issues found in this
area could have an effect on how the brain learns to read. Research has revealed that there may
be a connection between the visual cortex and other areas that are involved in phonological
processing, thereby affecting the processing of written words, (Fisher, (Immordino-Yang, 2008,
p.262).
According to Dehaene, (2013), reading requires specializing the visual patters for
shapes of letters, and connecting them to speech sounds, (Dehaene 2013), therefore plays a
major role in how the brain learns to read.
There are several ways to support student who struggle with reading outside the
classroom, such as through parents participation. Parents can be great for helping to set the tone
for reading in the home, and they can also be a great source of information that the teacher can
use in helping to support the student in learning to read.



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HOW THE BRAIN LEARNS TO READ
Another reason for using parents in support of helping the student outside the classroom
is that because parents connect with their children in personal ways across time, they can play a
special role in helping teachers understand how their children relate to print outside the
classroom, ( Lazar, & Wersberg, 1996).
To help support the student, teachers can send home reading assignments along with a
log sheet for parents to sign as each assignment is completed. These assignments can begin with
sending home flash cards, followed by simple one word cards, and this will gradually increase
until it reaches the level of reading according to the students grade level. This will help to build
a connection between words and reading as well as building a connection between the student
and parent, and the parent can relate to the teacher what is connecting and what is not connecting
with the student as they continue to learn to read.
How the brain learns to read includes many areas that will need to be engaged and
activate to complete the process of learning to read. Reading consists of visual and auditory
processes that begin when sensory functions are introduced to the brain.





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HOW THE BRAIN LEARNS TO READ
References
Dehaene, S. [WISE Qatar]. (2013).How the brain learns to read. [Video Files]. Retrieved from
http://www.youtube.com/watch?v=uxr29NWQxEA
Dwyer, B. M. (2009). Training Strategies for the Twenty-First Century:
Using Recent Research on Learning to Enhance Training. Innovations in Education &
Teaching International. 39(4), 265-270. Doi: 10.1080/13558000210161115.
Retrieved from www.web.a.ebscohost.com.proxy-library.ashford.edu
Fisher, K. & Immordino-Yang, M.H. (2008). The Jossey-Bass Reader on
The Brain and Learning. John Wiley Inc. San Francisco, CA.
Lazar, A.M. & Wersberg, R. (1996). Inviting parents perspectives: Building home-based
Partnerships to support children who struggle. Reading Teacher, 50(3), 228
Retrieved from www.web.a.ebscohost.com.proxy-library.ashford.edu
Schons, S. (2008). Whats going on in there? How students learn. Keyboard Companion
19(1), 32-35. Retrieved from www.web.a.ebscohost.com.proxy-library.ashford.edu