Lyytinen Heikki, Louleli Natalia
Department of Psychology, University of Jyväskylä, Fl-40014 Jyväskylä, Finland.
BCBL, Basque Center on Cognition, Brain and Language, Mikeletegi Pasealekua 69, 20009 Donostia-San Sebastián, Spain.
Brain Sci. 2023 May 26;13(6):865. doi: 10.3390/brainsci13060865.
Possibly some of the most important skills that one can have are those needed to become fully literate. We all wish our children to reach such a goal. Unfortunately, the focus of attention in reading research has been on acquiring readiness to sound out written language, i.e., the basic reading skills. Full literacy is the readiness to learn knowledge by reading. Thus, one has to be able to take two steps to reach full literacy. Indications related to both of these steps can be observe in the brain. This may be easiest when we observe the brain activity of a learner who faces difficulties in taking these steps. In fact, the serious difficulty of taking the first step can be observed soon after birth, shown below as a summary of relevant details from the paper published earlier in this journal. The step from a basic reading skill to reading comprehension requires that one must learn to read for the mediating meanings of the text, i.e., its morphological information, on top of the phonological one. This can also be approached using brain-related observations, as we show here, too. Taking these steps varies between orthographies. Here, we illustrate the learning of these steps in the context of transparently written alphabetic writings by choosing it as our concrete example because its readers form the majority of readers of alphabetic writings. After learning these facts, we had to be able to help those who face difficulties in these steps to overcome her/his bottlenecks. We summarize how we have tried to do that. Each step can be taken using a digital game-like training environment, which, happily, is now open to be distributed for the use of (almost) all in the world. How we have already tried that concerning the first step is illustrated below. Additionally, how we plan to do that concerning the second step, the final goal, completes our present story.
或许一个人所能拥有的一些最重要的技能就是那些达到完全读写能力所需的技能。我们都希望我们的孩子能实现这样一个目标。不幸的是，阅读研究的关注焦点一直在于获得拼读书面语言的准备能力，即基本阅读技能。完全读写能力是通过阅读学习知识的准备状态。因此，一个人必须能够采取两个步骤才能达到完全读写能力。与这两个步骤相关的迹象都可以在大脑中观察到。当我们观察在这些步骤上遇到困难的学习者的大脑活动时，这可能是最容易的。事实上，在出生后不久就能观察到迈出第一步的严重困难，以下是本期刊早些时候发表的论文中相关细节的总结。从基本阅读技能到阅读理解的这一步要求一个人必须学会为了文本的中介意义而阅读，即除了语音信息之外，还要阅读其形态信息。正如我们在此也展示的那样，这一点也可以通过与大脑相关的观察来实现。在不同的文字体系中，采取这些步骤的方式有所不同。在这里，我们通过选择透明书写的字母文字作为具体例子来说明在这种文字体系中这些步骤的学习情况，因为其读者构成了字母文字读者的大多数。了解这些情况后，我们必须能够帮助那些在这些步骤上遇到困难的人克服他们的瓶颈。我们总结了我们是如何尝试做到这一点的。每一步都可以通过一个类似数字游戏的训练环境来进行，幸运的是，现在这个环境已开放供全世界（几乎）所有人使用。下面说明了我们在第一步方面已经是如何尝试的。此外，我们计划在第二步（最终目标）方面如何去做，完善了我们目前的讲述。
