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The role of the brain when reading comprehension is mainly; responsible for attention. When one is reading comprehension, attention is needed, the brain captures the attention of the reader ensures that the readers mind is concentrated on reading and not any other activities in the surrounding. Planning is also necessary while reading comprehension, the brain is responsible to plan on which style one needs to adopt while reading. Abstract reasoning is done by the brain, one needs to reason or think as per the comprehension and to understand what the comprehension is all about. The brain also predicts what will happen next when one is reading comprehension. A reader may be in a position to tell how a comprehension will end or what will happen to different characters while reading. The brain also provides a long-term storage memory where a reader may be in a position to recall the events that have taken place in the comprehension and the right order.
It begins with the visual recognition of letters and continues from phonological processing and higher-level processing from content comprehension. Helps a reader to integrate comprehension, and can tell why certain events are occurring and in their correct order. Eye movement is controlled by the brain, the reader can move their eyes in the right order without omitting most words. Emotions are also controlled by the brain; a reader can express the feelings they have towards a line or paragraph making them understand the comprehension and enjoy reading it.
Different parts of the brain perform different functions; the temporal lobe is responsible for phonological awareness and decoding or discriminating sounds. This provides a reader with a means to access the written form, sounds, and letter combinations to represent words. One who has difficulty in phoneme awareness and skills may be poor in spelling and reading development. The frontal lobe handles speech production and also enables one to be able to read fluently to bring about a good flow while reading comprehension. It is responsible for understanding simple and complex grammar in the readers native language. It is the part responsible for memory, emotions, impulse control, problem-solving, social interaction, and motor function. The other part is the angular and supramarginal gyrus which executes the main action of reading. It connects each letter while reading a comprehension forming a word, a sentence then a paragraph for understanding and flow of the words.
A child may be taught to comprehend what they are reading through; helping them make connections with what they already know to what they are reading. With this, they become focused and concentrative with the comprehension. Talking about certain memories that a child has ever encountered when you come across a similar one in the comprehension is a major way to help a child connect and thus understand the comprehension. Asking questions to a child encourages the kid since they find the answers in the comprehension. This sparks curiosity and eagerness to know or think about what will happen next or to express the feelings of the character. Visualizing a child also helps to bring a story to life. Describe how a scene looks like in ones mind and explain ones feelings about it. Do this together with the child and point out the difference between the two scenarios.
Combining what you and the child already know with some events in the story may help the child make some predictions and guesses. Relating a characters dressing code to something that they might be doing also helps a child in understanding. One may also figure out whats important in the comprehension. Ask the child to mention the main characters, important events in the comprehension, problems being solved by the characters, and other minor events. This brings a child to a clear understanding of the comprehension and may relate to real-life situations. One may also check the understanding of the child by checking the parts that might be confusing the child. Ask the child to reread a part that is confusing and specific words that might trip the child up. Helping them know more about the world so that they can get meaning out of what they read. Expand a kids background knowledge and vocabulary by asking them to find out the meaning of certain words from the comprehension.
We may ensure that children comprehend word and the world through; advancing childrens vocabulary. Researching different vocabulary through exposure to the world in different contexts. Wide vocabulary and broad knowledge indeed go hand in hand since a child may find different vocabularies relating to comprehension in the real world. Practicing different strategies that a child finds in comprehension teaches children to understand that just like a person, a text is trying to communicate something. Encouraging optimal vocabulary growth in preschools and kindergarten also brings about intelligent remediation. Early learning of words and things in the world helps a Child to overcome early disadvantage. Helps one to be familiar with different vocabulary while reading. Referring to certain words not only verbal helps a child to know the connotations of the word to the actual objects that unify the words real traits.
Generally, those who have not had the opportunity to take this course, may take their time to read the above article. They get to understand the role of the brain in reading comprehension, how the brain plans, strategizes, brings about emotions, acts a long-term memory, and also recalls vocabulary. Asking questions, combining the comprehension with what the child knows, asking children to try out new things and others that have been discussed above. Also, they should ensure children comprehend words and the world by familiarizing words with real-world situations.
References
Elleman, A. M., & Oslund, E. L. (2019). Reading comprehension research: Implications for practice and policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 311.
Nation, K. (2019). Childrens reading difficulties, language, and reflections on the simple view of reading. Australian Journal of Learning Difficulties, 24(1), 4773.
Patael, S. Z., Farris, E. A., Black, J. M., Hancock, R., Gabrieli, J. D. E., Cutting, L. E., & Hoeft, F. (2018). Brain basis of cognitive resilience: Prefrontal cortex predicts better reading comprehension in relation to decoding. PloS One, 13(6), e0198791.
Spear-Swerling, L. (2016). Common types of reading problems and how to help children who have them. The Reading Teacher, 69(5), 513522.
Spencer, M., & Wagner, R. K. (2018a). The comprehension problems of children with poor reading comprehension despite adequate decoding: A meta-analysis. Review of Educational Research, 88(3), 366400.
Spencer, M., & Wagner, R. K. (2018b). The comprehension problems of children with poor reading comprehension despite adequate decoding: A meta-analysis. Review of Educational Research, 88(3), 366400.
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