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How the Brain Learns to Read

Amanda West
EDU417: Cognitive Studies Capstone
Week 3 Assignment
Instructor Joanna Savarese-Levine

April 11, 2016

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How the Brain Learns to Read

Literacy is a complex area of cognition which involves several parts of the brain; it can
be subject to specific problems in processing, such as dyslexia. Like the air conditioning is one
system of many in a car, there is a reading system within the brain. The system can be divided
into three connected parts, one at the front in the frontal lobes, one in the middle in the
parietotemporal cortex, and one at the back in the temporal lobes, (Fischer & Immordino-Yang,
2008, p. 237). The print word enters the brain through the eye, the word unfolding from the
back of the brain to the front of the brain, (Dehaene, 2013). It then travels through the reading
system. The information enters into the occipital pole, which is the visual side of the brain;
moves into the vent hole areas; and then explodes into the left hemisphere, (Dehaene, 2013).
The information loops around the three primary parts of the reading system (Dehaene, 2013).
The first stop in the reading system is Brocas area, an area responsible for speech in the
frontal lobe (Fischer & Immordino-Yang, 2008, p. 238). Brocas area was activated both when
volunteers read words out aloud and when they read silently. It is as if the brain is prepared to
utter the words at a moments notice, (Fischer & Immordino-Yang, 2008, p. 238). Next, the
information travels to Wernickes area and the angular gyrus, the middle of the reading system
(Fischer & Immordino-Yang, 2008, p. 238). The planum temporale is activated there, which is
required for learning the alphabetic code (Fischer & Immordino-Yang, 2008, p. 238). In addition
to the planum temporale, the angular gyros is called upon. The angular gyros, in the parietal
lobe, lies halfway between Wernickes area and the visual cortex. It has many functions among
which is the association of spoken and seen words, (Fischer & Immordino-Yang, 2008, p. 238).
Finally, the information is processed at the base of the left temporal lobe, in the visual word

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form area, an area where the spelling, sound, and meaning of each word is stored, (Fischer &
Immordino-Yang, 2008, p. 239). Some languages emphasize processing in whole-word
recognition, whereas others emphasize letter-sound translation (Fischer & Immordino-Yang,
2008, p. 239).
This is the neurological path information travels when a neurotypical individual reads a
print word. Reading is essentially reliant upon the creation of an interface between preexisting
systems in the brain which are shared between the tasks of reading and processing spoken
language (Dehaene, 2013). Learning to read creates a connection between the written
representation of language and a code within the brain that applies meaning to those characters
(Dehaene, 2013). The creation of this interface changes the brains visual cortex and creates a
bank of letters which is used to decode written language (Dehaene, 2013).
Some people have problems learning to read. Individuals with dyslexia never quite
achieve the same degree of effortless reading and writing as the majority of people, (Fischer &
Immordino-Yang, 2008, p. 232). This is not evidence of a lack of intelligence; other intellectual
abilities thinking, reasoning, understanding are untouched by dyslexia, (Fischer &
Immordino-Yang, 2008, p. 242). In fact, dyslexia can exist in gifted children. In these cases,
symptoms are frequently masked by compensatory measures. Dyslexic students may make good
use of clues such as pictures in the book and the surrounding words, in order to read, thus not
making any outward indication of a problem (Fischer & Immordino-Yang, 2008, p. 244).
One theory explaining dyslexia involves problems with the migration of the glial cells in
the brain.
The radial glia cells physically travel from their point of origin ahead of neurons and

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form temporary scaffolding for neurons to climb. Special adhesion molecules on the glial
cells guide the neurons as they migrate to their predetermined place in one of the six
layers of the cortex, the outer covering of the brain As the glial cells migrate to the six
layers of the cortex of the brain, that migration process can go awry and cause problems
later in childhood. (Wolfe, 2010, p. 20)
Researchers have noted slight anomalies in the brains of individuals with dyslexia (Dehaene,
2013). Dyslexia was originally thought to be a malfunction of the visual processing system of the
brain, but research has determined that the problem is a linguistic one, not a visual
one, (Fischer & Immordino-Yang, 2008, p. 246). While it may appear to be a larger or more
widespread issue, Dyslexia does not reflect an overall defect in language but, rather, a localized
weakness within a specific component of the language system: the phonologic module, (Fischer
& Immordino-Yang, 2008, p. 246). The phonologic module is the language factory, the
functional part of the brain where the sounds of language are put together to form words and
where words are broken down into their elemental sounds, (Fischer & Immordino-Yang, 2008,
p. 246).
Fortunately, there are ways for people with dyslexia to cope with the anomalies in their
brains and their resulting issues. Reading readiness can be determined when a child masters the
alphabetic principle:
Both spoken and written words can be pulled apart based on the same sounds, but in
print the letters represent these sounds. Once the child has made this linkage, he has
mastered what is referred to as the alphabetic principle. (Fischer & Immordino-Yang,
2008, p. 250)

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In some children, dyslexia coexists with giftedness. In these cases, dyslexia can be masked by
compensatory actions taken by the brain.
gifted children with dyslexia outperform children with dyslexia on literacy skills and
that they have a unique cognitive profile characterized by both deficits related to
dyslexia and strengths associated with giftedness. Weaknesses in phonology seem to be
moderated by strengths in WM [working memory] and general language ability. This
renders reading and spelling ability levels that are not as low as in averagely
intelligent children with dyslexia, which in turn frustrates early signaling and referral.
(van Viersen, Kroesbergen, Slot, & de Bree, 2016, p. 196)
It is thus especially important to look at literacy independent of other subjects in order to screen
for dyslexia in school-aged students.
In supporting individuals with dyslexia, their strengths should be emphasized in and
outside of the classroom. Instructors should note that dyslexia is a very specific and independent
problem, and it does not indicate an overall lack of intelligence; this should also be emphasized
to the dyslexic individuals, themselves. The difference between languishing and thriving can be
support:
The proposed intervention aims at enabling people with dyslexia; to firstly discover their
signature strengths and then will be trained in how to best use them in daily life. For
instance, how to develop growth mindset to look beyond obstacles.Another focus area
would be how to develop grit so as to persevere in academia. Thus a cluster of positive
psychology techniques would contribute to making a significant change to the selfconcept of a person with dyslexia. (Kannangara, 2015, p. 3)

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An Orton-Gillingham based curriculum has proven to be the best method for teaching students
with dyslexia, due to its phonetic basis and multisensory approach to reading
instruction (Leeming, 2015).
Dyslexia can be addressed in three phases: establishing a solid foundation of phonemic
knowledge through an Orton-Gillingham based curriculum; developing coping and
compensatory mechanisms to bridge the gap; and offering support while fostering a positive
outlook on reading. Reading is a complex cognitive process which involves several areas of both
hemispheres of the brain. Despite its complexity, the reading system is universal, with different
languages emphasizing different aspects of the system. Its universal nature makes the process s
of reading both commonplace, and in the cases of those with dyslexia and other reading
disorders, completely unique.

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References

Dehaene, S. [WISEQatar]. (2013, October 25). How the brain learns to read [Video File]. Retrieved from http://www.youtube.com/watch?v=25GI3-kiLdo
Fischer , K. W., Immordino-Yang, M. H., & , (2008). The Jossey-Bass Reader on the Brain and
Learning. (1st ed.). San Francisco, CA: Jossey-Bass.
Kannangara, C. S. (2015). From Languishing Dyslexia to Thriving Dyslexia: Developing a New
Conceptual Approach to Working with People with Dyslexia. Frontiers In Psychology,
61-4. doi:10.3389/fpsyg.2015.01976
Leeming, M. (2015). A Short Monograph on How the Orton-Gillingham Method of Instruction
Helps Children with Dyslexia to Learn to Read with Greater Fluency. Language In India,
15(8), 100-132.
van Viersen, S., Kroesbergen, E. H., Slot, E. M., & de Bree, E. H. (2016). High Reading Skills
Mask Dyslexia in Gifted Children. Journal Of Learning Disabilities, 49(2), 189-199 11p.
doi:10.1177/0022219414538517
Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.).
Alexandria,VA: Association for Supervision & Curriculum Development.