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Running Head: READING AND THE

Reading and the Brain Tammies Johnson EDU 417 Cognitive Studies Capstone Professor Courtney Plotts January 14, 2013

JANUARY 2014

Running Head: READING AND THE Reading and the Brain Reading allows you to go places that you have never been or will never go through your mind. It also allows you to experience many different things through reading. The brain changes once reading is learned. This is a skill that is usually obtained at a very early age and remains learn throughout a life time. Reading is taught by learning the basic of the pronunciation of words and meaning. "The left side of your brain is essential for reading," (Dehaene, 2013) When you engage in a reading activity begins in the back of your brain first. Professor Dehaene also explains that "there are two part of the brain that stores the pronunciation and meaning. Once reading is learned the letter box area actives when you recognize the letters. Reading consists of two factors: one is recognizing and combining words and the second is connecting to speech sounds. "The brain involves two areas with the neutral pathway for reading, the visual cortex and the angular gyrus. The visual cortex is where the brain begins the initial step of reading by recognizing the visual patterns of a word. The angular gyrus is where letters of the written words are translated into the sounds or phonemes of spoken language. Without this transformation, reading or writing would be impossible,"(Fischer & Immordino-Yang, 2008). Damage to the angular gyrus, reading or writing is impaired. There are many factors that many factors why children fail to read. One factor that was of particular interested is auditory processing problems.

JANUARY 2014

Running Head: READING AND THE " The cause of APD is often unknown. In children, auditory processing difficulty may be associated with conditions such as dyslexia, attention deficit disorder, autism, autism spectrum disorder, specific language impairment, pervasive developmental disorder, or developmental delay," (NIDCD, 2004). Children with APD are often misdiagnosis because of the similarities to other disorders. "Auditory processing disorder affects a child the most because of the intensity of listening required, the amount of time in which listening is required, and the number of distraction that are present," (Hamaguchi, 2001). Other problems can become present further along the auditory pathway. This is because children must be able to exercise sounds by identification. There is a way that children with APD can be helped. In the classroom setting, the child can have his or her seating changed where they are able to focus with fewer distractions as possible. Having the child to engage in conversation helps build his or her language skills and encourages listening. "Treatment of APD generally focuses on three primary areas: changing the learning or communication environment, recruiting higher-order skills to help compensate for the disorder, and remediation of the auditory deficit itself. The primary purpose of environmental modifications is to improve access to auditorily presented information. Suggestions may include use of electronic devices that assist listening, teacher-oriented suggestions to improve delivery of information, and other methods of altering the

JANUARY 2014

Running Head: READING AND THE learning environment so that the child with APD can focus his or her attention on the message," (Bellis, 1997). Reading can be a complicated task for some. Once the logistics about the process of learning to read are understood, it makes teaching the subject less complicated. The brain's complexity in coping with the stimulation of phonics and definition shows that it is a fine piece of machinery that has to be maintained through a healthy diet, exercise, and rest.

JANUARY 2014

Running Head: READING AND THE References Bellis, T. (1997). Understanding auditory processing disorders in children. Retrieved from http://www.asha.org/public/hearing/Understanding-Auditory-ProcessingDisorders-in-Children/ Dehaene, S. (2013). How the brain learns to read [Web]. 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. Hamaguchi, P. (2001). Childhood Speech, Language, and Listening Problems: What Every Parent Should Know., New York: J. Wiley. NIDCD. (2004). Auditory processing disorder in children. Retrieved from http://www.ldonline.org/article/8056/

JANUARY 2014

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