Running head: LET’S READ!

Let’s Read!

Rebekah Blakeman

EDU 417 Cognitive Studies Capstone

Kenneth Caron

August 24, 2018

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Let’s Read!

The brain is an intricate part of the body, and when learning to read, different parts of the

brain are used to look at the words and translate them. Neural pathways are used to read as well

as the brain structure and its changes that happen when reading and learning to read. Sometimes

children have a harder time reading, and there could be different reasons for that including

genetics or biological. Another reason for children having a harder time reading and learning to

read can be attention and memory systems. If a child’s attention is not on reading or the words,

as well as their memory system not where it should be this, could make for a difficult time

learning to read. Memory and attention issues are sometimes seen in ADHD children; this makes

it hard for them to focus on learning to read. Reading is a part of life, everyone should learn to

read, but knowing what the brain does while learning to read is essential as well.

The brain is about three pounds, and it is incredible how much information is in that little

three pounds. Everything that happens to the body such, as feelings, movements or emotions are

all rooted in the brain. Throughout the brain, there are four lobes attached, the frontal lobe,

temporal lobe, parietal love and occipital lobe. Each of the lobes has specific jobs as well as

work as a team to make a person who they are. There are neural pathways that the brain is

involved in that allows for reading. The visual cortex and the angular gyrus are the areas of the

brain used for reading. The visual cortex is the area that takes information that is seen in and

translates the visual pattern of the word. The brain has a fantastic system that allows it to process

letter strings. The visual cortex is not the only part of the brain used for reading; there is also the

angular gyrus.

The angular gyrus is the area in the occipital, parietal and temporal lobes and it is the

bridge between visual word recognition and the language processing system. The angular gyrus
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works together with the Wernicke’s area is the area that the information about the word is stored,

such as the sound and what the word means. The reading follows the pathway of Thalamus

seeing the words, visual cortex translating them, angular gyrus translating them into sounds of

the word makes Wernicke’s area the comprehension of the word and the Broca’s area where the

syntax is processed (Fischer & Immordino-Yang, 2008). The process of reading is complex, and

it happens so quickly that at one point it becomes automatic. There are also some theories about

the brain and learning to read.

One theory about learning to read is the Simple view; this states is a simple framework

for the reading process. Reading comprehension depends on two skill parts: word recognition

and listening comprehension. Word recognition is broadly defined as the ability to read isolated

words. Listening comprehension refers to an active process in which individuals concentrate on

spoken language, construct meaning from passages, and associate what they hear with their

previous knowledge (Cadime, et al., 2017). There have been talks about adding a new

component to the Simple view. This part would be the oral reading fluency, and this is the ability

to read aloud and quickly and accurately with the right expressions and tone. This is measured by

computing the number of words read right in a minute when reading connects text such as a short

story. Having a framework for teaching reading as well as assessing it helps teachers with their

students.

Learning to read is something that happens as children grow up, but there are also

biological and genetic reasons why children fail to read. Dyslexia is a brain disorder that affects

some children and makes it difficult to read and write; this has nothing to do with their

intelligence. Other factors go into a child reading, such as families reading together can impact a

child’s love of reading as well as an easier time of learning to read. They learn new vocabulary
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from reading together and therefore remember it later on. Visual Processing Problems are things

such as bad eyesight, poor visual acuity or slower than normal eye movement. An auditory

processing problem is another area that may impact difficulty reading. When a person read

silently there, the auditory cortex is active, because the brain is processing the sounds that the

words make (Fischer & Immordino-Yang, 2008). Issues that may happen in this area can be

because of deafness, impairment, and chronic ear infections. Another problem can be the

attention and memory of the students and their ability to focus on reading.

Attention and memory are a little more complicated; there must be an understanding of

the memory systems to understand. There is the sensory memory this is sight, sound, smell, taste

and touch and their receptors. Sensory has an impact on children because these can be things

such as hunger, noise, temperature, and these elements impact a child’s ability to focus and have

their attention on reading. Some children have ADHD that is a neurobiological disorder that

interferes with the ability to focus on a task as well as influences their behavior. Working

memory is the stimuli that filter the sensory memory so quickly is it an unconscious process.

Working memory allows the brain to hold onto information for a short time, around 18 seconds,

but with research, the brain can store it longer (Fischer & Immordino-Yang, 2008). Meaning if a

child sees the same word numerous times, they are more likely to remember it. Working

memory is essential for reading; the readers much be able to remember what they already read.

Reading is a huge part of a child’s school experience; their attention should be on what is

being taught. If their attention is elsewhere, they will have a harder time remembering what was

taught and that makes it harder to read. When reading a story a child needs to remember what

has happened previously. Reading together can be not only fun for children and adults, reading

storybooks together can help support reading skills as well as vocabulary development and an
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excellent source of linguistic input than just talking to children alone (Flack, 2018). Reading

with children can help teach them to sit still at the same time giving them benefits such as a

bigger vocabulary and together time.

Reading together is an excellent way for students to get a good understanding of reading.

There is even research that supports that reading at home has wonderful advantages for children

and reading. “Research tells us that children whose families encourage at-home literacy activities

have higher phonemic awareness and decoding skills higher reading achievement in the

elementary grades, and advanced oral language development” (Padak, & Rasinski, 2007, p. 350).

Reading together at home can help the students in more ways than parents realize. Encourage

students to find books they love can help nature their love of reading. Teachers can support

students through their lessons making sure that the children are getting the attention and help that

they need as well as explaining new vocabulary that may be introduced in the lessons.

Encouraging reading at home as a family or individual reading is another way to support reading.

Library time allows the students to explore and find what they love; showing students that

reading is fun and enjoyable will help them like to read.

The brain is three pounds of pathways that allow a person to be who they are, as well as

using those pathways to read. As a person reads, they use their neural pathways through the

Thalamus seeing the words, then to the visual cortex where the brain translates them. Then off to

the angular gyrus turns the words into sounds it makes, Wernicke’s area to explain the meaning

of the words and lastly off to the Broca’s area where the syntax is processed and fully understood

(Fischer & Immordino-Yang, 2008). Students who are learning to read may have difficulties

with it; this could be caused by visual problems such as poor eyesight. Auditory could also

impact the ability to read, deafness, or hard of hearing are just some causes that can affect a
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child’s ability to read. Attention and memory are more factors that affect the student’s ability to

read. If they are concerned about other factors, their attention is not on the task, or if their

memory isn’t what it should be this can impact their reading ability. Reading should be loved

and fun, this can be helped by teachers encouraging their students to love reading as well as

library time. Parents can also help with reading by reading at home together; this helps the

student with together time as well as expanding their vocabulary in a comfortable situation at

home. Reading is a part of life, everyone should learn to read, but knowing what the brain does

while learning to read is important as well.

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References:

Cadime, I., Rodrigues, B., Santos, S., Viana, F., Chaves-Sousa, S., Céu Cosme, M., & Ribeiro, I. (2017).

The role of word recognition, oral reading fluency and listening comprehension in the simple

view of reading: a study in an intermediate depth orthography. Reading & Writing, 30(3), 591.

doi:10.1007/s11145-016-9691-3

Fischer , K. W., & Immordino-Yang, M. H. (2008). The jossey-bass reader on the brain and learning.

(1st ed.). San Francisco, CA: Jossey-Bass.

Flack, Z. M. (2018). The role of attention in word learning from shared storybook readings. Retrieved

from http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.731265

Padak, N., & Rasinski, T. (2007). Family involvement: Is being wild about Harry enough? Encouraging

independent reading at home. The Reading Teacher, (4), 350. doi:10.1598/RT.61.4.9