The positive connection between brain development and reading

At their core, every possible phenomenon can be explained by using science. Something as simple as reading, regardless of the context or length, has proven to be effective in brain enhancement. When an individual reads, their brain creates new pathways that make different neural regions work, leading to an overall more active brain. The correlation between reading and brain development has also resulted in the development of physical and emotional states, allowing for the development of empathy and building a strong connection with one’s emotions. Scientists have proven that not only does reading improve brain connectivity, but also attention span, allowing for more focus and concentration. 

The sequence and structure of a book plays a huge part in wiring our brains to analyze the event occurring. Books with more complex structure cause the brain to think using deductive reasoning, which results in being able to decipher cause and effect more quickly. Primarily in children, reading gives the reader  background knowledge about the world that surrounds them. Using this knowledge, their brain uses that information to create connections with what they see, hear, and read, engaging their senses and activativing more portions of their brain. If reading as a habit is started earlier on, it has shown a significant impact to the reader as they develop. Their cognitive and receptive skills are much more advanced compared to those who do not have this habit. 

White matter is a substance that can be found within the deep tissues of the brain, scientifically known as the subcortical. This portion of the brain contains axons which are the long portions of neurons that send electrical and chemical impulses away from the cell. The axons are further extensions of nerve cells. The overall function of white matter in the brain is overall learning and brain function. It is what is examined in an individual to assess if they are properly functioning. An article by Sandee LaMotte stated the correlation between white matter and brain development in a child who reads. Those that read more had more white matter compared to children who did not. Brain imaging has shown that the brain regions used for skillful reading were ignited in such children. The results also displayed changes to the overall structure of the brain that occurs during reading. Reading is essentially exercise for the brain, making it stronger overtime. When the brain is strengthened it results in improvement of communication skills and allows for magnified presence. 

The process of learning to read in itself is a development process; It supports the development of linguistic skills and, with more practice, fluency, accuracy and phonological awareness will increase. As the skills are enhanced, the individual is able to differentiate topics, and the ability to read allows for the refining of many developmental processes. One of those processes is brain maturation and the ability to engage better in social environments. According to the American Academy of Pediatrics, children between the ages of 3-5 who had someone read to them were able to develop oral language skills and upper level reading in the future. In the imaging portion of their study, the same portion of the brain associated with reading was linked to language. 

For centuries literacy has been linked to brain development. It is often said to treat your brain as a muscle and to constantly exercise it, just like any other part of your body. This allows for your brain to be constantly engaged. Ignition of various complex regions of the brain is caused by reading, and when exposed to reading at a young age the results are exemplary. Through scientific studies and mundane life, one is able to deduct the positive results reading can have on brain development. 

Works Cited

Horowitz-Kraus,T., DiFrancesco, M., Greenwood, P., Scott, E., Vannest, J., Hutton, J., Dudley J., Altaye, M., Farah,F. (2020). Longer Screen Vs. Reading Time is Related to Greater Functional Connections Between the Salience Network and Executive Functions Regions in Children with Reading Difficulties Vs. Typical Readers. Child Psychiatry & Human Development. 

DOI: 10.1007/s10578-020-01053-x

Houston, S. M., Lebel, C., Katzir, T., Manis, F. R., Kan, E., Rodriguez, G. G., & Sowell, E. R. (2014). Reading skill and structural brain development. Neuroreport, 25(5), 347–352. https://doi.org/10.1097/WNR.0000000000000121

Jacobson, D. (2015).  Reading to Children Promotes Brain Development. Neuroscience news.

McCandliss, B.D. and Noble, K.G. (2003), The development of reading impairment: A cognitive neuroscience model. Ment. Retard. Dev. Disabil. Res. Rev., 9: 196-205. doi:10.1002/mrdd.10080

Munoz, L. (2020). Understanding the developing brain for reading. Cognitive Neuroscience Society 

Wang, Y. (2018). Emergent Reading and Brain Development. Early Childhood Education. 

DOI: 10.5772/intechopen.82423