This is another blog in my series about the science of learning..

What does the brain look like when it is reading? This is what science says.

.

Image from: https://expressreaders.org/blog/brain-bulletin-1-simplifying-the-brain/

Drawing from my personal experience, I’d like to share additional factors to consider beyond the fundamental workings of the brain.

Specific Reading Actions in the Brain

This is further broken down like this:

Frontal Lobe–speech and sound output and input, phonological processor, pronunciation and articulation. 

Temporal Lobe-language comprehension, word analysis, sound-symbol connection

Parietal Lobe–Word Analysis, Sound-symbol connection, Letter- word recognition, Phonological assembly, 

Occipital Lobe– Letter- word recognition, orthographic processor.

Comparing with a Math Brain

Most language processing occurs in the brain’s left temporal lobe. In contrast, mathematical processing is more widespread in the brain: it occurs in the frontal, parietal, occipital and temporal lobes of both the left and right sides of the brain. The math brain works like this:

Frontal Lobe–Attention Control, executive control, to process complex math problems, and attention and salience control

Temporal Lobe– Episodic and semantic memory, remember math facts, problem solve quickly and accurately

Parietal Lobe–processing quantitative information in visuo-spatial format

Occipital Lobe– visual perception, including color, form and motion

Crossover areas that may affect performance

The brain isn’t only separated by content areas, it is separated by bodily functions as well. If your child has other issues, these could correlate with the problems they are having in school. Working all of those areas in sync would be a good Place to start.

Frontal Lobe– speech control

Temporal Lobe-hearing and memory

Parietal Lobe– sensations, attention, body awareness, skin sensations (pain). emotional and self regulation

Occipital Lobe– balance, posture, coordination, and timing

Image from: https://globeistan.com/?p=54371

My interpretation of this situation is that if a child is struggling with word recognition, and it’s not due to a second language barrier, there could be additional challenges such as punctuality, organization, and posture. If they also face difficulties in geometry, it may indicate issues in the occipital area.

These are aspects worth examining with your parenting consultant to explore potential interventions and strategies.

Studies to consider:

Jianqiao Ge, Gang Peng,  Bingjiang Lyu, Jia-Hong GaoEdited by Robert Desimone, Massachusetts Institute of Technology, Cambridge, MA, and approved January 22, 2015 (received for review August 21, 2014) February 23, 2015 112 (10) 2972-2977 https://doi.org/10.1073/pnas.14160001