A Quote by Maryanne Wolf

The act of learning to read added an entirely new circuit to our hominid brain's repertoire. The long developmental process of learning to read deeply changed the very structure of that circuit's connections, which rewired the brain, which transformed the nature of human thought.
I am an educator and neuroscientist who studies how the brain learns to read and what happens when a young brain can't learn to read easily, as in the childhood learning challenge, developmental dyslexia.
As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species' brain more than 6,000 years ago. That circuit evolved from a very simple mechanism for decoding basic information, like the number of goats in one's herd, to the present, highly elaborated reading brain.
It used to be thought that you stopped making new neural connections in your youth and from then on your brain was fixed and it was downhill all the way. But in fact as we know from our own experience we can keep on learning and learning means changing our brain on a physical level.
Neuroscientists talk a lot about brain circuits. In fact, the word 'circuit' is probably misleading. We do not know where most circuits begin and end. And unlike an electrical circuit, brain connections are heavily reciprocal and recursive, so that a direction of information flow can be inferred but sometimes not proven.
Learning is not so much an additive process, with new learning simply piling up on top of existing knowledge, as it is an active, dynamic process in which the connections are constantly changing and the structure reformatted.
We’re now recognizing that the mind, which is an energetic field of thought which you can read with EEG wires on your brain or with a new process called magnetoencephalography (MEG), which reads the field without even touching the body. So it basically says that when you’re processing with your brain, you’re broadcasting fields.
The human brain has left and right brain symmetry with its own nature and can process information which initially appears to have no pattern or order. However, the brain has the ability to process visual information much more efficiently.
Each young reader has to fashion an entirely new 'reading circuit' afresh every time. There is no one neat circuit just waiting to unfold. This means that the circuit can become more or less developed depending on the particulars of the learner: e.g., instruction, culture, motivation, educational opportunity.
There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.
The same plasticity that allows us to form a reading circuit to begin with, and short-circuit the development of deep reading if we allow it, also allows us to learn how to duplicate deep reading in a new environment. We cannot go backwards. As children move more toward an immersion in digital media, we have to figure out ways to read deeply there.
Learning to read, for the brain, is a lot like an amateur ringmaster first learning how to organise a three-ring circus. He wants to begin individually and then synchronise all the performances. It only happens after all the separate acts are learned and practised long and well.
If you are dyslexic, your eyes work fine, your brain works fine, but there is a little short circuit in the wire that goes between the eye and the brain. Reading is not a fluid process.
We live in the Age of the Higher Brain, the cerebral cortex that has grown enormously over the last few millennia, overshadowing the ancient, instinctive lower brain. The cortex is often called the new brain, yet the old brain held sway in humans for millions of years, as it does today in most living things. The old brain can't conjure up ideas or read. But it does possess the power to feel and, above all, to be. It was the old brain that caused our forebears to sense the closeness of a mysterious presence everywhere in Nature.
If learning to read was as easy as learning to talk, as some writers claim, many more children would learn to read on their own. The fact that they do not, despite their being surrounded by print, suggests that learning to read is not a spontaneous or simple skill.
Learning to read is probably the most difficult and revolutionary thing that happens to the human brain and if you don't believe that, watch an illiterate adult try to do it.
From watching my own mind deteriorate circuit by circuit, I learned that every ability I have, from wiggling my finger to creating language, is dependent on a group of cells inside of my brain functioning in a healthy, happy way. I realized in order to get well I had to make the cells that performed those functions well again. It gave me an entirely different way to look at myself as an individual and at all of us as people.
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