American - Educator | -
Each young reader has to fashion an entirely new 'reading circuit' afresh every time. There is no one neat circuit just waiting to unfold. This means that the circuit can become more or less developed depending on the particulars of the learner: e.g., instruction, culture, motivation, educational opportunity.
Maryanne Wolf
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The attention span of children may be one of the main reasons why an immersion in on-screen reading is so engaging, and it may also be why digital reading may ultimately prove antithetical to the long-in-development, reflective nature of the expert reading brain as we know it.
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I have no doubt that the digital immersion of our children will provide a rich life of entertainment and information and knowledge. My concern is that they will not learn, with their passive immersion, the joy and the effort of the third life, of thinking one's own thoughts and going beyond what is given.
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I am an apologist for the reading brain. It represents a miracle that springs from the brain's unique capacity to rearrange itself to learn something new.
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I worry that the superficial way we read during the day is affecting us when we have to read with more in-depth processing.
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The brain is plastic its whole life span.
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The brain is constantly adapting.
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Children need to have both time to think and the motivation to think for themselves, to develop an expert reading brain, before the digital mode dominates their reading. The immediacy and volume of information should not be confused with true knowledge.
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I have always worried about who can read, who can't, who doesn't, and the great, life-altering consequences hidden within those distinctions.
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I work in a mix of areas and am informed by them all: child development, psycholinguistics, education, and most especially, cognitive neuroscience.
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We human beings were never born to read; we invented reading and then had to teach it to every new generation. Each new reader comes to reading with a 'fresh' brain - one that is programmed to speak, see, and think, but not to read.
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The act of learning to read added an entirely new circuit to our hominid brain's repertoire. The long developmental process of learning to read deeply changed the very structure of that circuit's connections, which rewired the brain, which transformed the nature of human thought.
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