ERIC Number: ED273926
Record Type: RIE
Publication Date: 1986-May-12
Reference Count: 0
Reading as a Whole-Brain Process: Both Reality and Metaphor.
Those to whom teachers are accountable--administrators, parents, and the public--seem to be inclined to ignore the findings of more than 20 years of research into the process of efficient and proficient reading in favor of dehumanized instruction that reduces reading to bits and pieces of skills instruction. They cling to the metaphor of mind as machine, an engine built from smaller to increasingly larger parts. To counteract this dangerous, damaging mechanistic metaphor, educators need to develop new metaphors, in particular metaphors that conceptualize reading as a whole-brain process involving interaction and synchronization between the right and left cerebral hemispheres. This metaphor can be supported not merely by inferences from research into the reading process, but by research on hemispheric and whole brain functioning and, indirectly, by various studies of so-called dyslexia. To promote the more efficient teaching of reading, teachers need to (1) advocate and exemplify in their teaching a holistic approach to reading instruction; (2) investigate techniques and technology for promoting the simultaneous, synchronous use of both brain hemispheres; and (3) capitalize upon the popular interest in hemispheric processing to convey to other educators and to administrators, parents, and the public that reading is a whole brain process. (FL)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the International Conference on the Teaching of English (4th, Ottawa, Ontario, Canada, May 11-16, l986). Funding provided by a Fellowship from Western Michigan University.