Wernicke’s area
discovery of, 12–13
function of, 13, 126
meaning and, 28
What’s coming, 7, 31, 67, 94, 115, 141, 176, 205
What teachers need to know about teaching reading, 213–214
Whole-language approach to teaching reading, 69–71
Whole-word approach to teaching reading, 69–70
Word recognition, 42–44
Words
heard per hour by toddlers, 18
Words correct per minute chart, 92–93
Working memory
capacity of, 51–52, 185
deficits in, 124
dyslexia and, 130, 176
efficiency of, 49, 53
fluency and, 87
gists and, 54–56
meaning and, 52
reading comprehension and, 52–54
time limits of, 52
vocabulary in, 98–99
Writing
comprehension through, 104–105, 161, 187
decoding, 124
dyslexia and, 127, 129, 141
English language learners and, 110, 112–114
improving reading through, 75–76, 78, 107, 108, 210
invention of, 35
literacy skill, 72–73
neuronal recycling and, 36
phoneme-to-grapheme connection, 39–40
phonics and, 81
reading problems and, 134, 138, 192
spelling and, 82–83, 86–88
spoken language expressed in, 62
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How the Brain Learns to Read Page 35