How the Brain Learns to Read- Teaching Effective Reading Instruction

Children from birth to age five absorb the most information. Language acquisition develops from birth simply from exposure to language. Meaning, it is not something that needs to be explicitly taught. Language skills are essential to literacy skills. However, literacy skills do not develop as easily as our language skills because human brains need to create connections between printed text and letter sounds, which takes time and practice.

While reading and exposure to literacy are important, these experiences alone will not build the connections necessary between printed words and spoken sounds. In order to achieve high-level reading skills, children need to activate the back left side of their brains, specifically the parieto-temporal, occipito-temporal, and bracos areas. Effective and engaging reading instruction in phonemic awareness (recognizing individual letter sounds) and phonics (breaking down letter sounds to identify words) can activate these areas of the brain (source). Proper exposure will aid children in identifying unfamiliar words thus increasing vocabulary and promoting fluency. This is because our brains recognize and memorize patterns and meanings of words through repetition and exposure after these connections are made.

This information can be used to support my future students by allowing for proper, intentional reading instruction. Framing lessons and activities to develop alphabetic awareness, build letter-sound correspondence, and practice phonics through introduction and practice with purposefully created stories relating to the newly introduced word sets. This type of exposure allows for literacy instruction to build necessary connections, stimulate the brain, and teaches children to decode independently rather than guess or assume unknown words as seen in some modern methods of literacy instruction. This process will support students as they develop their writing skills as well.

This knowledge helps educators support struggling readers by identifying struggle areas. For example, through observation and keeping records teachers can identify what words or letters an early reading is struggling with and review or add additional phonemic practice to assist with developing the sight-to-sound relationship. It is important to note that with any skill or milestone, children progress at different rates, and it is essential to view their individual needs, skills and struggles to provide support.