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"Understanding the Brain", The Birth of a Learning Science, 2007, pages 84 - 85
Learning to Read Requires Complex Skills (2)
Learning to Read Requires the semantic knowledge of word meanings. More than this, knowledge of syntactic rules governing the arrangements of words to show their relations to each other is also critical to meaning: Orsino loves Olivia does not mean the same thing as Olivia loves Orsino.
And more even than all this, each word must be integrated with previously-read words, which requires the co-ordination of different component functions and a working memory system.
The neural circuitry underlying literacy, which calls for all these skills, is guided by the interaction and synergy between the brain and experience, and hence the applicability of a dynamic developmental framework, such as skill theory, to the understanding of literacy (Fischer, Immordino-Yang and Waber, 2007).
Skill theory recognises that reading proficiency can be reached through multiple developmental pathways. Through this lens, neuroscience can enable the design of more effective and inclusive reading instruction.
And more even than all this, each word must be integrated with previously-read words, which requires the co-ordination of different component functions and a working memory system.
The neural circuitry underlying literacy, which calls for all these skills, is guided by the interaction and synergy between the brain and experience, and hence the applicability of a dynamic developmental framework, such as skill theory, to the understanding of literacy (Fischer, Immordino-Yang and Waber, 2007).
Skill theory recognises that reading proficiency can be reached through multiple developmental pathways. Through this lens, neuroscience can enable the design of more effective and inclusive reading instruction.
"Understanding the Brain", The Birth of a Learning Science, 2007, pages 84 - 85
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