Neuroplasticity, structured literacy, and the brain-based learning difficulty, dyslexia.

Have you ever heard of not able to read and spell and then learn to read fluently with the support of an evidence-based structured literacy approach?

Reading and spelling is not a natural process for the brain. There are several processes required in learning to read and write. Such as:

• Auditory & visual processing

• Phonological processing

• Orthographic processing

• Memory & Attention

Everyone processes information at different levels. Subsequently, they read and spell at different rates. The brain performs special functions of connections for reading. It uses auditory processing, phonological processing, working memory, and orthographic processing functions to read and comprehend. These connections create a circuit in different areas of the brain to enable the reading and writing process.

Learning difficulty, Dyslexia

Dyslexia is a language-based, life-long difficulty in reading, writing, and spelling.

The science of reading is the evidence-based approach to learning to read by changing the way our brain learns and processes information.

This transformation happens with the development of new neural pathways in the brain called Neuroplasticity.

Neuroplasticity

Neuroplasticity is the brain’s ability to change, rewire, or reverse itself throughout a person’s life by giving it new experiences which will influence and can influence how the brain responds to new learning experiences, helping students build stronger connections over time.

Our brain consists of billions of neurons. These neurons are the building blocks of the brain. When we learn something differently, new connections build between neurons.

These new connections get strengthened over time through repetition, direct instruction, and practice, and our brains start to follow these new pathways and adapt to this new learning. The concept of neuroplasticity is that our brain can change, adapt and grow. But, the magnitude of change depends on the amount of activity the brain receives. More practice leads to more learning.

Structured literacy

A structured literacy approach based on the science of reading emphasizes systematic and explicit instruction through multiple modes and senses. These strong or sustained practices produce structural and functional changes in the brain enhancing the activity of the neurons by releasing neurotransmitters that activate or helps reinforce learning by strengthening connections in the brain, especially when lessons are repeated in a structured, multisensory way.

The systematic, explicit, and multisensory instruction creates new connections in the brain resulting in activation of phonological awareness and storing all new learned information into the long term memory. The brain adapts to new learning style and learns to read and write using strategies and senses. The changes in the orthographic mapping changes the way we write and spell. The structural and functional changes fixes the auditory and visual processing deficits. As a result, students begin to develop strategies that help them read, write, and spell more confidently and effectively.

To put in a nutshell

Strangely enough, the brains ability to change itself, allows us to learn new strategies and learn to work around their challenges. Research shows that with the right type of structured instruction, students can make meaningful progress in literacy skills.

Resources:

• Doidge, N. (2007) ‘The brain that changes itself. Penguin Books

• Doidge, N. (2015). The brain's way of healing: Remarkable discoveries and recoveries from the frontiers of neuroplasticity. Viking.

• Shaywitz, S. E. (2003). Overcoming dyslexia: a new and complete science-based program for reading problems at any level. New York, A.A. Knopf.