Teaching the brain to read, Supporting children with difficulties in reading and writing
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//-->DR DUNCAN MILNENEUROPSYCHOLOGISTDR DUNCAN MILNETEACHING THE BRAINTO READThis e-book version was designed for the DyslexiaInternational e-Campus by kind permission of theauthor Dr Duncan Milne of Junior Learning.Dyslexia International is grateful to Rebecca Anderson andDr Robert Banham, of The Department of Typography &Graphic Communication, University of Reading, UK, for thepreparation of this document.Copyright Duncan Milne 2005First Published in 2005 by SK Publishing, a division of Smart Kids LtdSmart Kids (Australia) Pty Ltd, PO Box 829, Artarmon 1570, NSW, AustraliaSmart Kids (NZ) Ltd, PO Box 128009, Auckland 1005, New ZealandSmart Kids (UK) Ltd, 5 Station Road, Hungerford, Berks, RG17 ODY, EnglandAll rights reserved.No part of this publication may be reproduced, stored in a retrieval system, ortransmitted in any form or by any means, electronic, mechanical, photocopying,recording or otherwise, without permission in writing from SK Publishing.ISBN 0 9582561 3 6CONTENTSPREFACE71. INTRODUCTION82. NEUROLOGICAL DIVERSITY15The Origins of Language15Symmetrical Variation16The Paradox of Reading Specialisation17Summary193. THE READING BRAIN21The Auditory Module (front brain)22The Visual Module (back brain)25Decoding (the upper circuit)27Direct Access (the lower circuit)29Summary304. READING INSTRUCTION32Phonics and Whole Language32Synthetic and Analytic Phonics35Balanced Literacy40Summary445. SPELLING AND WRITING45Direct Recall (the lower circuit)45Encoding (the upper circuit)47Invented Spelling50Writing50Summary526. DEVELOPMENTAL DYSLEXIA53Developmental Dyslexia and Acquired Dyslexia53Developmental Dyslexia and Garden Variety Poor Readers54Dyslexic Brain Research58Summary627. PATTERNS OF READING63The Dyseidetic Pattern69The Dysphonetic Pattern69Causation71Intervention74Summary798. CONCLUSION819. GLOSSARY8610. BIBLIOGRAPHY935TABLE OF FIGURES1.1Illiterates & Literates1.2Electroencephalography - EEG1.3Functional Magnetic Resonance Imaging1.4Multisensory Scaffolding2.1Ectopias Under The Microscope2.2Enlarged Corpus Callosum2.3Gifted Dyslexics2.4Dys-constellation - Learning Differences3.1Origins of Literacy3.2Language Modules3.3Phonological Awareness3.4Symbol Recognition3.5Logographic Stage3.6Phonological Stage3.7Orthographic Stage3.8Lexical Access3.9Mature Reading4.1Phonics vs Whole Language4.2Semantically Incongruent Word4.3Synthetic vs Analytic Phonics4.4Computational Reading Models4.5Non-Word “Fough”4.6Non-Word “Fow”4.7Balanced Literacy Model4.8Shared Reading with Embedded Phonics4.9Guided Reading Spelling5.1Direct Recall Spelling5.2Encoding5.3Non-Word “Ghoti”5.4Development of English Spelling5.5Proof Reading
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