The Reading Brain: Insights from Neuroscience with Maryanne Wolf
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- čas přidán 29. 08. 2024
- In this episode, we talk to Dr. Maryanne Wolf about 'the reading brain' - that is, what happens in our brains when we read. She offers a definition of reading fluency, explains the various cognitive processes involved in fluent reading, and describes the key benefit of reading fluency: deep reading.
Maryanne Wolf is a scholar, a teacher, and an advocate for children and literacy around the world. She is the Director of the Center for Dyslexia, Diverse Learners, and Social Justice at the UCLA Graduate School of Education and Information Studies. Previously she was the John DiBiaggio Professor of Citizenship and Public Service and Director of the Center for Reading and Language Research in the Eliot-Pearson Department of Child Study and Human Development at Tufts University. She is the author of more than 160 scientific articles, she designed the RAVE-O reading intervention for children with dyslexia, and with Martha Denckla, co-authored the RAN/RAS naming speed tests, a major predictor of dyslexia across all languages. At a more popular level, she is the author of 'Proust and the Squid: The Story and Science of the Reading Brain' (2007, HarperCollins) and 'Reader, Come Home: The Reading Brain in a Digital World' (August, 2018, HarperCollins).
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Amazing converastion. Thank you for putting these together.
Deep reading as "The contemplative sanctuary in which we can reflect and have insights..."
Yes! I have tasted this in Greek, and can sense the approach in Hebrew.
Yes - love this quote! Glad you enjoyed it.
Amazing! Looking forward to seeing the rest.
What a delightful conversation!
Glad you enjoyed it! Dr. Wolf is a delightful person with incredible insights!
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Nick, at 21:25, Dr. Wolf mentions that one intervention should focus on prosody, which I take to be something like:
en.wikipedia.org/wiki/Prosody_(linguistics)
Would an example of this be studying grammatical to semantic constructions directly? Like in Hebrew, studying grammatical examples of construct and then discerning semantic function in context?
Polyglot Luca Lampariello has some good presentations about prosody and suprasegmentals, though he usually uses terms such as rhythm, intonation, and pitch. He talks about it as approaching pronunciation top-down, or as seeing the forest before the trees where an entire sentence is the forest and each sound in a syllable is a tree. His English accent is very good. I didn't know he was Italian when I first ran across his videos. Based on his English and comments from native speakers of other languages, I can well believe his accent is near native in many languages.
Here's a link to one of his pages talking about "applied prosody" as I'll call it for lack of a better term. I don't think prosody can truly be studied without listening to audio of native speakers. For Hebrew, the question is of course what modern recordings by native speakers would be closest to Biblical Hebrew though that probably varied to a degree by century and location. www.lucalampariello.com/how-to-sound-like-a-native-speaker/. Anyway, here's the approach to prosody as used by one very successful language learner.
Great question! Prosody can be a bit tricky with dead languages, as @GandalfTheWise0002 points out. But I think there are some ways it can be done. I'll touch on this more on Part 2 of the series (coming out this week or next week), so stay tuned.
@@Biblingoappthanks!