Deep reading.

We were never born to read (Wolf, 2018); reading is evolutionary new for humankind. Reading involves neuronal recycling (Deahene, 2016).?

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One of the processes involved in reading is the neuronal recycling hypothesis.

It suggests that humans developed new cognitive tasks like reading and writing. However, the brain did not evolve entirely; instead, it adapted existing neural circuits initially used for other purposes. For example, object recognition or tracking moving animals have been repurposed for recognizing letters and words.?

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One example of neuronal recycling is the visual Word Form Area in the brain.??

The VWFA is specialized in reading exposure and practice. It shows how neuronal recycling can lead to the development of highly specialized cognitive abilities over time.?

Research indicates this neuronal recycling phenomenon occurs across diverse cultures and writing systems. Despite the diversity in written language systems, similar brain regions adapt to process visual information into readable content.?

So what is deep reading, and why do we still need this??

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In the era of smartphones, tablets, and Chromebooks, analog reading yields greater results in text comprehension (Brassell et al.,2008).?

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Even though schools love technology, oldie but goodie: pen and paper are the solution we need so much.?

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Why??

As time passes, more teachers and educators notice that the students struggle with reading and comprehension. It is widely known that comprehension is the end product of the reading process, paired with background knowledge. Some people may question it, but let me reiterate and explain that if your student struggles with decoding or syntax, there will be no comprehension; you can refer to the reading rope and to the concept of building the background knowledge (IDA, 2023), ((Vaughn et al., 2020)

Some people will say that we need to teach comprehension strategies. While it is true that our students need to learn to read, reading is a complex process that embeds various skills, starting with decoding, encoding, verbal reasoning, and literacy knowledge, to name a few.

The case for deep reading.

Deep reading refers to critical reading that engages comprehension, reflection, and critical thinking.

We skim through the text (Wolf,2018) instead of digging deeper when we read on an electronic device. Therefore, we do not recall and reflect to the extent we would if we read on paper.

When we skim and word-spot, we miss half of the words (Wolf,2018), which reflects our comprehension.

In the era of bi-literate brains and technology peeking from every corner,

Dyslexic EFL Students need deep reading because:?

• they will engage with the text and retain information, and it will improve their comprehension
• It helps them build vocabulary.
• It fosters metacognitive skills.
• It facilitates language acquisition.

Moreover, now I have some homework for you to do. Grab a piece of text: try to read it on a screen and then on paper, check your comprehension, and recall!

#dyslexia #dyslexiaania #tesol #celta #angielski #angielskionline #teachersoflinkedin #metodyka

references:

Brassell, Danny, et al. Comprehension That Works: Taking Students beyond Ordinary Understanding to Deep Comprehension. Shell Education, 2008.

Deheane, Stanislas. Reading in the Brain: The Science and Evolution of a Cultural Invention. Viking, 2009.

“Scarborough’s Reading Rope: A Groundbreaking Infographic.” International Dyslexia Association, 27 Apr. 2023, dyslexiaida.org/scarboroughs-reading-rope-a-groundbreaking-infographic/.

Scherer, Marge. Challenging the Whole Child Reflections on Best Practices in Learning, Teaching and Leadership. Association for Supervision and Curriculum Development, 2009.

Snowling, M. J. (2001). From language to reading and DYSLEXIA1. Dyslexia, 7(1), 37–46. https://doi.org/10.1002/dys.185

Vaughn, Sharon, and Candace S. Bos. Strategies for Teaching Students with Learning and Behavior Problems. Pearson, 2020.

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