Basically this research seems to be saying that the brain learns to read the same way it learns to talk, one sound at a time. When babies first learn to talk they may slowly say one sound at a time. Once they get the hang of it, they speed up. Our brain becomes adept at processing and our experience is that of hearing words but actually our brain is processing sounds (phonemes) and putting them together so we hear words. When we read the same process is in operation. Our brain is processing one sound at a time but we perceive it as a whole word. In good readers, the process is so fast it appears that they are reading whole words but in fact they are converting the letters on the written page into to sounds. The brain then recognizes groups of sounds as words.

Reading is not automatic but must be learned. The reader must develop a conscious awareness that the letters on the page represent the sounds of the spoken word. To read the word "cat," the reader must parse, or segment, the word into its underlying phonological elements. Once the word is in its phonological form, it can be identified and understood. In dyslexia, an inefficient phonological module produces representations that are less clear and, hence, more difficult to bring to awareness. (Scientific American, November 1996, page 100)

According to Dr. Shaywitz, "Over the past two decades, a coherent model of dyslexia has emerged that is based on phonological processing. The phonological model is consistent both with the clinical symptoms of dyslexia and with what neuroscientists know about brain organization and function. Investigators from many laboratories, including my colleagues and I at the Yale Center, have had the opportunity through 10 years of cognitive, and more recently, neurobiological studies."

Dyslexics (or poor readers) are very frustrated by the fact that they can understand what they hear but not what they read. Dyslexics have average or above average intelligence. Once they can properly decode words they can understand the concept. Decoding skills are the key to learning from written material.

Years of educational research has shown that the use of intensive phonics is the only way to teach dyslexics and learning disabled individuals how to read. The new brain research shows why intensive phonics is also the best way for everyone to learn to read.

Why Johnny Can't Read

The main reasons for reading problems are:

• Ineffective reading instruction
• Auditory perception difficulties
• Visual perception difficulties
• Language processing difficulties

Over 180 research studies to date have proven that phonics is the BEST WAY to teach reading to all students. They also have shown that phonics is the ONLY WAY to teach reading to students with learning disabilities.

Unfortunately, 80% of our nations schools do not use an intensified phonics approach for reading instruction. They either use the whole word (see & say) approach or a cursory use of phonics along with the whole word method.

While most people can learn to read using the whole word approach, it is not the best way to learn. It teaches through memorization of word pictures and guessing. Unlike Chinese or Japanese which are picture languages, the English language is a phonetic language. With the exception of the United States which dropped phonics in the 1930's, all other countries that have a phonetic language, teach reading through phonics.

There are only 44 sounds while there are about 1 million words in English. These facts readily explain why having to memorize 44 sounds as opposed to memorizing hundreds of thousands of words is the most efficient way to learn to read.

A few children have auditory discrimination problems. This may have been the result of having chronic ear infections when they were young. Others may be born with this learning disability. Correction involves educational exercises to train the brain in discrimination and to over teach the formation of the sounds used in speaking and reading. The pre-game phase of the Phonics Game is a very effective tool for improving sound discrimination abilities needed for reading.

Another small group of children have visual perception problems. They may actually reverse letters or words. They have difficulty matching the word image on the page with a previously stored image in their brain. Exercises that train the brain to "see" more accurately may help but instruction with phonics is the best approach to overcome this problem.

Language development problems can contribute to poor reading and listening comprehension along with difficulty in verbal and written expression. Learning appropriate word attack skills through phonics along with special help in receptive and/or expressive language skills improves this type of learning disability.

next: Using Newspapers, Periodicals and other Resources to Help Your Child with Reading