Multiple Brain Areas Work Together To Make Reading Possible
A recent study that included a combination of brain scans and reading tests showed multiple brain areas must work together to make reading possible. Since October 2013 is National Dyslexia Awareness Month, we invite you to share this fascinating research. A recent article about the study from Domain-b.com shared the following:
"The findings open up the possibility that individuals who have difficulty reading may only need additional training for specific parts of the brain – targeted therapies that could more directly address their individual weaknesses.
'Reading is a complex task. No single part of the brain can do all the work,' says Qinghua He, postdoctoral research associate at the University of Southern Cliornia (USC) Brain and Creativity Institute.
The study looked at the correlation between reading ability and brain structure revealed by high-resolution magnetic resonance imaging (MRI) scans of more than 200 participants...
'Our results strongly suggest that reading consists of unique capacities and is supported by distinct neural systems that are relatively independent of general cognitive abilities,' says Gui Xue, corresponding author of the study. Xue was formerly a research assistant professor at USC and now is a professor and director of the Center for Brain and Learning Sciences at Beijing Normal University.
'Although there is no doubt that reading has to build up existing neural systems due to the short history of written language in human evolution, years of reading experiences might have finely tuned the system to accommodate the specific requirement of a given written system,' Xue adds."
If your child struggles with learning to read or has been diagnosed with dyslexia, we invite you to consider The Brain Balance Program. Symptoms of dyslexia include difficulty recognizing letters, learning letter sounds, and identifying rhyming words. Young children with the disorder may also experience delayed language development or have trouble learning to spell and write as they reach school age.