1. PROUST and the SQUID The STORY and SCIENCE of the READING BRAIN BY MARYANNE WOLF THAMARA GAUNE MENARES & FRANCO SOLÍS IBÁÑEZ

2. INTRODUCTION In books I have traveled, not only to other worlds, but into my own. I learned who I was and who I wanted to be, what I might aspire to, and what I might dare to dream about my world and myself. But I felt that I, too, existed much of the time in a different dimension from everyone else I knew. There was waking, and there was sleeping. And then there were books, a kind of parallel universe in which anything might happen and frequently did, a universe in which I might be a newcomer but was never really a stranger. My real, true world. My perfect island. -ANNA QUINDLEN

3. TYPES of DEVELOPMENTS  Phonological development  Orthographic development  Semantic and Pragmatic development  Syntactic development  Morphological development

4. HOW READING DEVELOPS… TYPES of READERS Emerging Pre–Reader Novice Reader Decoding Reader Fluent Comprehending Reader Expert Reader

5. Emerging Pre-Reader Twice in your life you know you are approved of by everyone – When you learn to walk and when you learn to read. - PENELOPE FITZGERALD PERCEPTIONS sounds exposure to printed literacy materials concepts images words exposure to language

6. Novice Reader  Tasks of a novice reader: decode print and understand the meaning of what has been decoded.  AMELIA’S STORY  Alphabetic principle  Phonological Development = /k/ +/a/+ /t/ = cat

7.  Orthographic Development SH_T A A A A A

8. ANT CHANT ENCHANTMENT

9. I take it you already know Of touch and bough and cough and dough? Others may stumble, but not you On hiccough, thorough, slough, and through? Well done! And now you wish, perhaps, To learn of less familiar traps? Beware of heard, a dreadful word That looks like beard and sounds like bird. And dead; it's said like bed, not bead; For goodness sake, don't call it deed! Watch out for meat and great and threat, (They rhyme with suite and straight and debt). A moth is not a moth in mother. Nor both in bother, broth in brother. And here is not a match for there, And dear and fear for bear and pear, And then there's dose and rose and lose Just look them up-and goose and choose, And cork and work and card and ward, And font and front and word and sword. And do and go, then thwart and cart. Come, come, I've hardly made a start. A dreadful language? Why, man alive, I'd learned to talk it when I was five. And yet to read it, the more I tried, I hadn't learned it at fifty-five. - Anonymous

10.  Semantic Development  Three principles: Knowing the Meaning Enhances the Reading. Reading Propels Word Knowledge. Multiple Meanings Enhance Comprehension. PERIVENTRICULAR NODULAR HETEROTOPIA Dr. Spack's patient with agoraphobia refused to come to the group meeting in the wide-open lecture hall.

11. Decoding Reader  VAN’S STORY  Summer school for children who needed intense work in literacy skills.  Phyllis Schiffler transformed Van from a grade 2 novice reader, whose teachers wanted to hold back a grade, to a boy who performed at or even above grade level on every reading test.  Van read expressively and comprehended almost everything. Van's reading had changed from the hesitations of a child who had just learned to decode to the almost smooth performance of a mid-third-grader, a perfect semi-fluent decoding reader.  With the indisputable evidence of his reading tests, the principal and teachers at Van's school agreed to let him go on to grade 3.  Strange twist to Van's story…

12.  The next summer, Van returned to the summer school.  Van was in danger of being held back.  Again they assigned him to Phyllis Schiffler, and, astoundingly, he read fluently for her!  Finally, Phyllis Schiffler pulled Van aside and asked him why his teacher in grade 3 had thought he did so poorly, when in fact he read so beautifully.  Shyly, he asked: How else can I get to come to summer school?

13.  WHAT'S IN A WORD? THE SEMANTIC, SYNTACTIC, AND MORPHOLOGICAL DEVELOPMENT OF A DECODING READER.  READING FLUENCY IS NOT A MATTER OF SPEED  CONSOLIDATING PHONOLOGICAL AND ORTHOGRAPHIC DEVELOPMENT FOR DECODING READERS. There once was a beautiful bear who sat on a seat near to breaking and read by the hearth about how the earth was created. She smiled beatifically, full of ideas for the realm of her winter dreams. sign - signer - signed - signing - signature

14. The Unending Story of Reading’s Development

15. Accurate, but not fluent

16. Fluent, Comprehending reader Decoding Comprehending IronyMetaphors Points of view

18. Activate previous knowledge Draw inferences Synthetize information

19. The fluent, feeling brain

21. The Expert Reader  0-100 milliseconds: Turning Expert attention to letters Executive attention Working and associative memory

22.  50-150 milliseconds: recognizing a letter and changing a brain Saccades and fixation

23.  100-200 milliseconds: Connecting letters to sounds and orthography to phonology Literate non-literate Temporal Lobe Frontal Lobe Temporal Lobe Frontal Lobe

24.  200-500 milliseconds: getting all what we know about a word. How fast the expert reader reads a word depends on the quantity and the quality of the semantic information.

26. Expert Readers Comprehension, semantic and syntactic processes. Bi-hemisphreic activation.

28. THANK you