by Tonya Wright

Created on: May 21, 2007

Most people take the abilities to read, write, and speak for granted. However, the language processes are quite remarkable, in part because humans are the only beings with the ability to read, write and speak. What is unique about reading in particular, is that it is not a natural ability (D'Arcangelo, 1999; Varney, 2002). Children exposed to speech will learn to speak, but simple exposure to words and books will not produce a child who is able to read. Humans do not have to be taught to speak because speaking is a natural human ability; however, reading has to be expressly and explicitly taught (D'Arcangelo, 1999; Turkeltaub, Gareu, Flowers, Zeffiro, & Eden, 2003; Varney, 2002).

Because the abilities to speak and understand oral language are skills that have been a part of human activity for millions of years, our brains have evolved specific structures to control these capabilities (Varney, 2002). However, the alphabet was only invented approximately 6,000 years ago and Varney (2002) suggests that "nearly every human on earth was illiterate until the 20th century" (p. 3); therefore, not enough time has passed for any physical structures in the brain to have evolved for the sole purpose of reading. Based on this evolutionary principle, Varney (2002) believes that there are no structures in the central nervous system that are specific to reading however, he does suggest that certain brain structures have adapted and have come to play an important role in the human's ability to read and comprehend print, and other researchers agree.
Several studies show that the brain has specific areas dedicated to comprehension while other areas are dedicated to phonological processing (Leonard, 2001; Turkeltaub et al., 2003). Other research has found a clear difference in brain activity between good and poor readers. It has been found that good and poor readers process print differently (D'Arcangelo, 1999). Some post mortem studies show that dyslexics, for example, have brain abnormalities not seen in non-dyslexics (Leonard, 2001) providing further indication that certain areas of the brain play a role in the reading process.
Rightly so, much emphasis is placed on learning to read; the ability to read successfully is needed for future success in school as well as in life. Brain research has a significant impact in the world of education. Early childhood educators in particular should understand the role the brain plays in the way children learn to read since it has the potential

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