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"Understanding the Brain", The Birth of a Learning Science, 2007, page 88
Linguistically-mediated Literacy Development (1)
While much of the neural circuitry underlying reading is the same across different languages, there are also some important differences.
A central theme concerning the brain and reading is the way that literacy is created though the colonisation of brain structures, including those specialised for language and those best suited to serve other functions.
The operations that are common to speech and printed word, such as semantics, syntax, and working memory recruit brain structures which are specialised for language and which are biologically-based and common across languages.
There are biological constraints determining which brain structures are best suited to take on other functions supporting literacy. Therefore, much reading circuitry is shared across languages.
Even so, literacy in different languages sometimes requires distinct functions, such as different decoding or word recognition strategies.
In these cases, distinct brain structures are often brought into play to support these aspects of reading which are distinctive to these particular languages.
Therefore, the dual route theory of reading, which was developed mainly based on research with English speakers, may require modification to describe reading in languages with less complex spelling and orthographic features and it is only partially relevant to non-alphabetic languages.
A central theme concerning the brain and reading is the way that literacy is created though the colonisation of brain structures, including those specialised for language and those best suited to serve other functions.
The operations that are common to speech and printed word, such as semantics, syntax, and working memory recruit brain structures which are specialised for language and which are biologically-based and common across languages.
There are biological constraints determining which brain structures are best suited to take on other functions supporting literacy. Therefore, much reading circuitry is shared across languages.
Even so, literacy in different languages sometimes requires distinct functions, such as different decoding or word recognition strategies.
In these cases, distinct brain structures are often brought into play to support these aspects of reading which are distinctive to these particular languages.
Therefore, the dual route theory of reading, which was developed mainly based on research with English speakers, may require modification to describe reading in languages with less complex spelling and orthographic features and it is only partially relevant to non-alphabetic languages.
"Understanding the Brain", The Birth of a Learning Science, 2007, page 88
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