Reading and the Left Temporal Lobe





"Reading and the Left Temporal Lobe"


"Reading and the Left Temporal Lobe"


By Jeremiah Cameron (June 23, 2001)


Nobody ought to be teaching in grades K– 6, where reading skills must be emphasized— because the growth and activity in the brain areas that process language slow up after age 10—who does not know how the LEFT TEMPORAL LOBE makes reading possible. See: http://www.umich.edu/~cogneuro/jpg/Brodmann.html

Frontal Lobe


Reading requires what teachers in the good old days taught—when kids who came from two-room school houses read better in grade five than many college graduates today. Consider old-fashioned an useless by many teacher training schools today, formal grammar (not just USAGE) and diagramming were the order of the day. Far from useless and mental keys to understanding how words and word-groups are employed in comprehension, grammatical structuring and the sequencing of words and word-groups (called SYNTAX) are vital tools in the reading process—if only teachers, many of whom know little grammar themselves, understood this.


Since reading is basic to all the other academics of schools, if many, many American children cannot read, then expect a low status of American learning at every level.


It is in the TEMPORAL LOBE, situated at what one might call the bottom of the CEREBRUM, that we find the nerve cells and interconnections that create the TEMPORAL-SEQUENTIAL relationship between the units of a sentence. Let us take a sentence written on the printed page: THE NEW STUDENTS IN OUR CLASS CAME FROM AFRICA. Notice that the words and word groups come in a sequential order that is peculiar to English, and is not necessarily found in all the languages in the world. We read by hooking the "doer' word (or SUBJECT) "students" with an ACTION or HAVING or Being (or PREDICATE) "came." We expand the meaning by modifying subjects and verbs with single works or word groups Called PHRASES or Dependent CLAUSES. The -s on "students" gives it the meaning of more than one, and the lack of an -s on "came" makes it agree with the subject "students."


Modifiers of "students": THE (meaning definitely about "students") and the prepositional phrase IN OUT CLASS (spoken in one breath with all three words connected) tells IN WHICH CLASS? And WHERE THE STUDENTS ARE. The plural verb came has its meaning modified by a prepositional phrase that tells WHERE THE STUDENTS CAME FROM (once again, said with all three works connected).


The MAIN POINT: There is a TEMPORAL-SEQUENCE between word groups and a SYNTACTICAL STRUCTURE. "THE" must come before "students" and the prepositional phrase "in our class" with "in" before "our," which is before "from Africa" (as a one-breath unit) comes after the verb "came." To comprehend the sentence the reader must MENTALLY understand, this word order and the grammatical endings or lack of them. This mental action takes place in the LEFT TEMPORAL LOBE.


The BRAIN POINT: It is in the LEFT TEMPORAL LOBE that the mental process of comprehension takes place. This lobe MUST be developed in early youth. Words and their meanings; sounds and their meanings; syllables and their meanings; pauses or lack of pauses after words or word groups; numbers rhymes—and most importantly ANALYTICAL REASONING—are processed in the left temporal lobe. For children to read well the nerve cells for these skills must be developed before puberty sets in.


Parents and school MUST—in those first 10 years of life do with the child those things that develop in the LEFT TEMPORAL LOBE the structures for reading. In a following article, I am going to explain that if the early development does not take place for the DIALECT of the language on the printed page—STANDARD AMERICAN ENGLISH DIALECT in this country—children in school, and adults too, will have difficulty reading. Which is the basis of our education system.


When will school systems learn what has been known for over 50 years? Reading aloud to small children—with facial expressions, emphases, pauses and stresses—creates and develops in language areas of the brain nerve cells for reading: Ages 1 to 10 are critical. When will churches and other community groups work with mothers to read aloud to children?




The Jeremiah Cameron Articles