I suppose I hadn’t given the actual process of reading or learning to read much thought, until now. I never think about how I learned to read, and I don’t recall struggling much while I was figuring it out. But looking at it now, dissected, I can’t help but feel overwhelmed when I think of a child trying to learn how do it with the added frustration of having a learning disability like dyslexia or language or auditory processing problems.
I think the explanation of phonics and whole language were helpful reminders about all the different parts that go into reading, and how important it is to maintain a balance of both. It will be good for me to keep in mind the early warning signs for children with reading disabilities. The earlier detected, the better.
I was totally fascinated with the video “Biomapping the Brain.” I was surprised to learn that reading disabilities can stem from a child having difficulty processing sound. If they can’t understand the sound, then of course they won’t be able to associate sound with written letters or blend sounds of letters together to read. It’s incredible to watch Dr. Kraus “map the brain” to see how it responds to sound and being able to detect that a child is unable to process sound fast enough, resulting in the child not being able to distinguish between (letter) sounds.
I was also intrigued by the idea that patterns of brain activity can be altered when neurons in the brain are structurally changed. With intense and carefully controlled instruction, I was pleasantly surprised to learn that brain profile activity can change and correct itself and be rewired away from reading disabilities like dyslexia. WOW!