American - Educator | -
Reading or written language is a cultural invention that necessitated totally new connections among structures in the human brain underlying language, perception, cognition, and, over time, our emotions.
Maryanne Wolf
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There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.
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After many years of research on how the human brain learns to read, I came to an unsettlingly simple conclusion: We humans were never born to read.
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The questions that our society must ask revolve around whether the time-consuming demands of the deep-reading processes will be lost in a culture whose principal mediums advantage speed, multitasking, and processing the next and the next piece of information.
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The integration of the simpler and the deeper reading processes is not automatic and requires years of learning by the novice reader, as well as extra milliseconds for any expert to read a more sophisticated text.
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After we become literate, we literally 'think differently' about language: images of brain activation between literate and nonliterate humans bear this out.
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There's an old rule in neuroscience that does not alter with age: use it or lose it. It is a very hopeful principle when applied to critical thought in the reading brain because it implies choice.
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We know from research that the reading circuit is not given to human beings through a genetic blueprint like vision or language; it needs an environment to develop. Further, it will adapt to that environment's requirements - from different writing systems to the characteristics of whatever medium is used.
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I am an educator and neuroscientist who studies how the brain learns to read and what happens when a young brain can't learn to read easily, as in the childhood learning challenge, developmental dyslexia.
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No one can ever prepare a parent for two things: the immeasurable love that comes with having a child; and the sorrow and confusion that comes when your child appears to learn in a different way from other children.
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Learning to read, for the brain, is a lot like an amateur ringmaster first learning how to organise a three-ring circus. He wants to begin individually and then synchronise all the performances. It only happens after all the separate acts are learned and practised long and well.
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We have to move into the 21st century, but we should do so with great care to build a 'bi-literate' brain that has the circuitry for 'deep reading' skills and, at the same time, is adept with technology.
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