The Subtopic 1: The Brain

Introduction
When the brain reads it can be magical. Researchers has been amazed about what the brain can do while it is reading. It can use both of the reading and sound system at the same time. Learning to read can be easier with the right help. Researchers have found what works best and students can improve reading by using their tools and strategies.

Subtopic 1: The Brain (how learning works) describe the process of reading
There are circuits in the brain, and they have to run super fast to let us read and see the words on the page. There are no reading centers in the brain. To read the brain has to use two systems: the sound and the visual systems. In order for us to read the brain has to from new circuits between
In order for a reader to have good comprehension, which is the whole point of reading, the reader has to build on their understanding of the words in sentences and paragraphs. To build a good understanding of what is being read, the reader makes connection between what they already know and what the text says. After reading a great book, the reader might feel that they could relate to it, so there is a relationship between the reader and what is being read. One thing to keep in mind is that reading with fluency helps with comprehension but the focus should always be on comprehension and not speed. A fluent reader can spend more of their brain power making sense of the entire sentence. A reader with poor fluency spends so much time and effort decoding each word that they have a hard time keeping track of the meaning of the entire sentence. It can take time and practice to build up fluency, but the goal isn’t just speed, it’s really to get
One important strategy is to keep track of what you understand or don’t understand. When the reader is confused, they can ask themselves, “Should I read the sentence or paragraph again” (Gunning). This is just one example of what is called a repair strategy. When a reader doesn’t understand, their comprehension needs repair. Another important strategy and set of tools can help when a reader come across an unfamiliar word. First, dotting and swooping and sounding out unfamiliar words can help the reader recognize words they might know. They can also do three things once they have sounded the word but still are not sure what it means. One step to take is to look at the context, which can help the reader make sense of what the word could mean. Secondly, look at the morphemes in the word and try to figure out what the whole word means. If that doesn’t work, they can use a dictionary for key words in the passage. One way to make reading more understandable is to keep in mind what the author is trying to say. You can use an audio version to help you “hear” it. This also works when you are