How the Brains Learns to Read

HOW THE BRAIN LEARNS TO READ                                                                                       4

Running Head: HOW THE BRAIN LEARNS TO READ                                                              1

How the Brain Learns to Read

Name

Institution

The brain is composed of mainly three parts which are the brainstem, cerebellum and cerebrum. Brainstem consists of medulla, pons and midbrain. It connects cerebellum and cerebrum to the spinal cord and performs numerous automatic body activities such as heart rate, body temperature, breathing, digestion, swallowing, coughing, vomiting and sneezing. Most of the cranial nerves emerge here. Cerebellum correlates muscle movement, body posture and balance. Cerebrum also knew as cortex is made up of left and right hemisphere. It's divided into four Lobes. Frontal Lobe is associated with grammatical usage and comprehension, reading fluency and speech production so as to understand complex and simple grammar. Parietal Lobe act as "reading integrator", connecting different brain parts to execute the reading action, Occipital Lobe is connected to a visual processing and Temporal Lobe is related to decoding sound and phonological awareness. Reading commence in the brain like other visual stimulation in the occipital lobe but then quickly moves into parietal lobe. ("Brain Structures and Their Functions", n.d.) This section is called the brain's "letterbox" by Professor Dehaene since it's where letters knowledge is stored. From there the activity explodes into two networks of the brain; one dealing with words meaning, and other word pronunciation and articulation. Reading beginners have a complicated language system that is spoken as well as visual system, but needed to establish an interface that has visual words form section, the brain's letterbox. Frequently reading help build a connection between language system that is spoken and brain's vision system. The brain has a section shared between written language and spoken language. These sections existed even when you were very young.

 Readers who are emerging can construct powerful reading skills through repetitive and focused practices with exercise. Through this, physical changes are created in the brain since it puts up connections and toughens neural pathways, particularly reading areas. Through exercise readers who are weak will have got a brain action patterns like those for readers who are strong leading to improvement of reading comprehension, decoding, word reading and language functions.  At no time is it untimely to lay children on the pathway to be strong readers. And never behindhand to assist struggling readers to shore up their brain.

Children fail to learn to read due to various reasons  a  under biology or genetic. Genetic is the passing of genes from one generation to the next one. Research has shown that verbal and reading skills take by an asymmetry of the temporal plane, which is the brain area that is involved in processing auditory information. Children who perform poorly have more symmetrical compared to the left-weight asymmetry which is commonly seen. This means that one's genes can determine their child will be a perfect learner or not. Genetic plays a major role, but the environment also influences one's interests and ability. Specific language impairment comes when the child has poor language development for no known reason. For a long time now, there was an assumption that specific language impairment was caused by damaging of the brain at the time of birth, poor parenting or transient hearing loss. Subsequently, now it is clear that these factors are less important than genes when determining the risk of specific language impairment. More so, single mutation has been discovered has the cause of the disorder and in more children, complex basis with more environmental and genetic factors interacting. The clearest evidence for genetic effects has come from studies that diagnosed specific language impairment using theoretically motivated measures of underlying cognitive deficits rather than conventional clinical criteria. Recent research to demonstrate the susceptibility and the responsiveness of the brain to the changes in its environment has shown a difference between social and biological influences increasing complex and reciprocal. Dyspraxia is a neurological disorder that affects a child's ability to process and plan major tasks. Children with this disorder takes longer time than usual to sit, walk, crawl, stand and speak. Cases of early biological deficiencies, such as poor nutrition and exposure to drugs are a powerful determinant of child outcome. For children who had were exposed to drugs even before birth mostly have a great challenge in learning how to read. Some children also have a problem with the memory and have difficulties in registering and encoding information to the memory. That is, they have a defect in consolidating or storing information and accessing or retrieving information from long-term memory.

Focusing on dyspraxia, its signs and symptoms depend on the age. During the early stages of childhood, the child may take very long to develop than other children. They take long to sit, crawl, speak among others. Dyspraxia Foundation claims that some even skip the crawling stage. They also comment that the child may be slower in answering questions, finding it hard to make a sound, speak with more pauses, a frequent repetition of words among others. As they grow up, they face new challenges like one may be unable to tie shoelaces, difficulty in subtle movements, getting dressed, hard to keep friends and playing just to mention a few. Concentration in classwork is the major challenge. They find it hard in concentrating, writing and even telling stories in class. Later in childhood, the disordered tries to avoid sport, do not follow instructions, reacts to all stimuli equally among others. Generally, dyspraxia emerges when the child nerve cells that control the muscles are not developing as expected. When these motor neurons fail to form proper connections, the brain processes data slower than normal. So, the immaturity the of neurons causes dyspraxia as opposed to any brain damage. However, dyspraxia cannot affect the child's intelligence, only that it causes a learning difficulty. When a parent suspects that their child may be suffering from dyspraxia, they should seek medical attention. Then they are supposed to carry out an assessment the in regard to child developmental past, fine and gross skills and intellectual ability.