The Brain and Reading: A Team Effort
Written by Annie Khoury, Teacher, Matthew Flinders Anglican College
Did you know that reading is a skill our brains weren’t naturally wired to perform? Unlike spoken language, which humans have developed naturally over thousands of years, reading is a relatively recent invention in human history. As neuroscientist Stanislas Dehaene puts it, "Reading is a recent invention in our species' history, and it requires the adaptation of brain circuits that evolved for other purposes." This means that learning to read is not an innate ability but a skill that must be explicitly taught and nurtured. Understanding how the brain processes reading can give us valuable insights into the best methods for teaching literacy.
When we read, multiple areas of the brain work together like a well-coordinated team. The process begins in the occipital lobe, where the brain recognises visual symbols - letters and words on a page. These symbols are then relayed to the temporal lobe, where they are decoded into sounds. Finally, the frontal lobe processes these sounds into meaningful language, allowing us to comprehend and engage with the text. This intricate network of cognitive functions must be carefully developed through structured, intentional instruction.
Simple View of Reading
One of the most well-supported models for understanding reading is the Simple View of Reading, a framework that has been validated by over 150 scientifi c studies. This model tells us that skilled reading is not the sum, but the product of two critical components: word recognition and language comprehension. No amount of profi ciency in one area can fully compensate for weaknesses in the other. A student who can decode words fl uently but lacks comprehension strategies will struggle to make sense of what they read, just as a student with strong oral language skills but weak decoding abilities will be unable to read fl uently. Effective reading instruction must address both of these components in balance.
Teaching children to read is like constructing a sturdy house. First, we must lay a strong foundation through phonemic awareness and phonics - helping children understand the relationship between sounds and letters. Next, we build walls of fl uency and vocabulary, ensuring that children can read smoothly and understand a broad range of words. Finally, we construct a solid roof of comprehension, allowing children to make meaning from the text and engage with it critically. If any part of this structure is weak or missing, the entire framework of literacy is at risk.
This structured approach to literacy instruction is especially crucial for struggling readers. Some children acquire reading skills easily, but for many, the process is challenging and requires targeted, systematic support. Research consistently shows that early intervention is key. By identifying specifi c areas of diffi culty through data-driven assessments, educators can provide tailored support that directly
addresses students' needs. The earlier these interventions occur, the greater the likelihood that struggling readers will develop into profi cient, confi dent readers.
The ability to read is a gateway to countless opportunities. It is not just a fundamental academic skill; it is a tool that empowers individuals to explore their interests, think critically, and participate fully in society. Literacy enables children to access knowledge, express themselves effectively, and engage with the world in meaningful ways. A child who struggles with reading may face challenges in all areas of learning, but with the right support, these challenges can be overcome.
Literacy Instruction for Struggling Readers
In my presentation, Literacy Instruction for Struggling Readers, we will break down each essential component of reading instruction in greater detail. We will explore research-based strategies for teaching phonemic awareness, phonics, fl uency, vocabulary, and comprehension. By embracing the science of reading and refi ning our instructional methods, we can ensure that every child has the opportunity to develop strong literacy skills.
Reading is more than just decoding words on a page - it is a powerful tool for lifelong learning and success. By understanding how the brain learns to read and implementing evidence-based teaching strategies, we can make a lasting impact on children’s lives. Every child deserves the chance to experience the joy of reading, and it is our responsibility to provide them with the skills and support they need to achieve that goal.