George Ellis|Carole Bloch
Neuroscience and literacy: an integrative view
University of Cape Town|University of the Western Cape
significant challenges exist globally regarding literacy teaching learning address challenges key features brain works taken account first perception active process based detection errors hierarchical predictions sensory data action outcomes reading particular case nonlinear predictive process second emotions play key role underlying cognitive functioning including oral written language negative emotions undermine motivation learn third fundamental difference listeningspeaking readingwriting often alleged basis evolutionary arguments sociocultural practices driven communication imperative social brain fourth listening reading contextually occurring pyschosocial practices understanding shaped current knowledge cultural contexts practices fifth natural operation brain rulebased supposed standard view linguistics prediction based statistical pattern recognition calls question narrow interpretations widely quoted simple view reading argues explicit decoding necessary route comprehension one two neural routes reading involve explicit decoding processes activated earliest years integrated view brain function reflecting nonlinear contextual nature reading process implies ongoing focus personal meaning understanding beginning provides positive conditions learning aspects reading writing