Once the right-brained student has enough information from the passage to get the overall picture of what is being conveyed, he doesn’t spend time focusing on the “nonessential” details. This means they will often miss details, skip words or parts of what they are reading, and skim quickly, not wanting to stop and sound out words. Right-brain oriented children generally read from an overview perspective – they look at the global picture of what they are reading to get the overall context.
More information on the delayed reading/schooling approach can also be found at the Moore Foundation. Reviews of additional research on the benefits of delaying instruction until the child is ready can be found at Christopherus Homeschool Resources. Although this delayed approach is eschewed in traditional school settings, it can be a tremendous advantage for homeschooled right-brained learners.įor those homeschoolers concerned with the idea of waiting on reading: A ground-breaking recent study by the University of Otago found no statistical differences between the reading abilities of early readers (reading by age 5) and late readers (age 7 or later) by age 11. It is not uncommon for right-brain learners to not be ready for reading until later than the traditional reading age of 5 or 6 – often not until age 8 or 10 (particularly boys). Right-Brained Kids Benefit from Learning to Read Later They also tend to want to learn by reading “real”, meaningful books rather than readers or phonics exercises books that are of interest to them. Whereas a left-brained child will systematically read each word in a given passage in an orderly fashion and gain understanding of the passage through putting together each word to build meaning, a right-brained child will process multiple words and sentences together as a whole (or in holistic chunks), searching for contextual clues and forming a mental picture for the meaning of those words and sentences.īecause they are holistic and visually oriented, right-brain oriented kids tend to learn more difficult, visual words before simple words (such as “the”, “and”, “in”, etc). Right-brained students tend to learn whole-to-part rather than part-to-whole, meaning that they use more of a “sight word” approach to reading than a phonics approach, and they process written word contextually rather than sequentially. Right-brained students learn to read differently from left-brained students whether or not dyslexia is an issue.
Right-Brained Kids Tend to Learn Whole-to-Part The research also indicated that traditional reading strategies such as phonetic decoding may not be effective for dyslexic individuals. For example, research by the National Institute of Mental Health found that dyslexic subjects relied more upon the right hemisphere of the brain when reading, while non-dyslexic readers utilize more systems in the left hemisphere of the brain. It is not uncommon for children with right-brain characteristics to struggle with reading, particularly with phonics.
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