This document discusses the three phases of learning to read: the pictorial stage, phonological stage, and orthographic stage. It notes that reading is not a natural ability and must be taught, as the human brain is wired for speech but not inherently for reading. The document also addresses how memory affects learning to read, noting the brain has both temporary and permanent memory systems. It explains that learning to read requires coordinating the language and visual systems to recognize sound and syntax patterns.

1. Learning to Read
E D U C 5 5 3
L a n g u a g e C o g n i t i o n a n d
E S L C u r r i c u l u m D e ve l o p m e n t
E f r a i n S u a r e z - A r c e
S 0 1 2 6 2 2 4 7
University of Turabo

2. Chapter Two
L e a r n i n g t o R e a d

3. THREE PHASES OF LEARNING TO
READ
PICTORIAL STAGE PHONOLOGICAL
STAGE
ORTHOGRAPHIC
STAGE
I can recognize letters I can connect letters to
sounds
I can recognize words
quickly and effectively

4. READING IS NOT A NATURAL
ABILITY
• Human brains are naturally wired to speak; they are not naturally
wired to read and write.
• Reading and writing are acquired skills for which the human brain
is not yet fully evolved (Liberman, Shankweiler, & Liberman,
1989). Human brains are naturally wired to speak; they are not
naturally wired to read and write. With teaching, children typically
learn to read at about age 5 or 6 and need several years to
master the skill. Sophisticated reading comprehension is the goal
of 8 to 16 more years of schooling.

5. THE RIDDLE
• How does a brain that doesn’t have a specific designated
center for reading undertake that challenge? The brain will
make adjustments in its capabilities that do not require
changes in the genetic code. The brain will adapt to the
changes in its environment. Neural stem cells can
produce not only neurons, but also new stem cells.
(Knowledge of how neural stem cells produce neurons
could lead to potential treatment for neurodegenerative
diseases such as Alzheimer's and Parkinson's)

6. EARLY STAGES OF READING
• To a large degree learning to read is independent of intelligence.
• Children acquire vocabulary by listening to others and by practicing the
pronunciation and use of new words in conversation. The ability to read
is dependent on the words acquired, ergo words that are used every
day should be used.
• We learn to read by becoming aware that speech is made up of sounds
that when used together make more sounds. We then learn HOW to put
different sounds together

8. READING COMPREHENSION
•Learning to read requires coordination
between the language processing and
visual recognition systems of the brain
in order to recognize patterns of sound
and syntax.

9. HOW MEMORY AFFECTS LEARNING TO
READ
•To understand how memory affects reading,
let’s look at what makes up the brain’s
memory.

10. TEMPORARY AND PERMANENT MEMORY SYSTEM

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12. THANK YOU
Efrain Suarez-Arce
(787)737-2700
suarezepr68@yahoo.com
https://suarezepr68.wordpress.com