21. Foundations for a universal model of learning to read

Towards a universal neurobiological architecture for learning to read

Behavioral and Brain Sciences ◽

10.1017/s0140525x12000283 ◽

2012 ◽

Vol 35 (5) ◽

pp. 308-309 ◽

Cited By ~ 6

Author(s):

Marcin Szwed ◽

Fabien Vinckier ◽

Laurent Cohen ◽

Stanislas Dehaene

Keyword(s):

Reading Acquisition ◽

Letter Position ◽

Neural Code ◽

Universal Model ◽

Learning To Read

AbstractLetter-position tolerance varies across languages. This observation suggests that the neural code for letter strings may also be subtly different. Although language-specific models remain useful, we should endeavor to develop a universal model of reading acquisition which incorporates crucial neurobiological constraints. Such a model, through a progressive internalization of phonological and lexical regularities, could perhaps converge onto the language-specific properties outlined by Frost.

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Addressing African American English in Early Literacy Assessment and Instruction

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds15.2.54 ◽

2008 ◽

Vol 15 (2) ◽

pp. 54-61 ◽

Cited By ~ 6

Author(s):

Nicole Patton Terry

Keyword(s):

African American ◽

Early Literacy ◽

American English ◽

Critical Role ◽

Literacy Skills ◽

African American English ◽

Literacy Assessment ◽

Learning To Read ◽

Speech Language Pathologist ◽

Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

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Learning to Read across Languages and Writing Systems

10.1017/9781316155752 ◽

2017 ◽

Cited By ~ 15

Keyword(s):

Writing Systems ◽

Learning To Read

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Functional and structural neural plasticity effects of literacy acquisition in adulthood

Zeitschrift für Neuropsychologie ◽

10.1024/1016-264x/a000254 ◽

2019 ◽

Vol 30 (2) ◽

pp. 97-107

Author(s):

Melanie Boltzmann ◽

Thomas Münte ◽

Bahram Mohammadi ◽

Jascha Rüsseler

Keyword(s):

Neural Plasticity ◽

Adult Literacy ◽

Writing Skills ◽

Literacy Skills ◽

Written Language ◽

Learning To Read ◽

Workplace Literacy ◽

Functional Illiteracy ◽

Brain Changes ◽

Definition Of

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

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