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jlsjourneys's review against another edition
3.0
This is “cognitive neuroscience for a general audience” only if that audience are already generally armchair neuroscientists… I would recommend this book for anyone who educated children for a living.
A lot to wade through in an audiobook. But the thoughts I’ll take away:
1 - reading is not natural. We all need to learn. And it develops our brain.
2 - the fact Socrates argued against reading, arguing that knowledge should be transmitted in conversation & thoughtful questioning. Adding thoughtful, engaged dialogue back into how we obtain and learn knowledge strikes me as an important idea in a digital world with a very relative sense of “truth.”
A lot to wade through in an audiobook. But the thoughts I’ll take away:
1 - reading is not natural. We all need to learn. And it develops our brain.
2 - the fact Socrates argued against reading, arguing that knowledge should be transmitted in conversation & thoughtful questioning. Adding thoughtful, engaged dialogue back into how we obtain and learn knowledge strikes me as an important idea in a digital world with a very relative sense of “truth.”
novabird's review against another edition
3.0
-Good historical overview of the development of alphabets.
-Interesting presentation on the development of different cultural ‘reading,’ minds and the actual differences in brain neurology.
-Great explanations of the developmental stages of reading.
-Valid critique of Ray Kurzweil need for ‘speed,’ and Wolf’s counterpoint that offers the premise that there exists a necessity for slower reading.
-Interesting points on different type of reading needed in today’s age.
-The section on dyslexia was not as relevant to me.
-Have to admit I speed read my way through this, as I am already familiar with this type of material.
Anything that critiques Kurzweil earns bonus marks as far as I'm concerned. 3.25
-Interesting presentation on the development of different cultural ‘reading,’ minds and the actual differences in brain neurology.
-Great explanations of the developmental stages of reading.
-Valid critique of Ray Kurzweil need for ‘speed,’ and Wolf’s counterpoint that offers the premise that there exists a necessity for slower reading.
-Interesting points on different type of reading needed in today’s age.
-The section on dyslexia was not as relevant to me.
-Have to admit I speed read my way through this, as I am already familiar with this type of material.
Anything that critiques Kurzweil earns bonus marks as far as I'm concerned. 3.25
tophat8855's review against another edition
4.0
Listened via Hoopla (ironic since it's about reading)
This is the sort of book that I don't think people will pick up unless they work with teaching literacy or have a child with dyslexia or other reading stuggles, but I found it to be informative even though I do not fall into either category (as far as I know yet).
The beginning talks about the evolution of writing and reading in human societies and in our brains. I found that very interesting. Near the end there is discussion about dyslexia and how it presents children in who speak/read various languages. I found it very interesting. And the big take away: if your child shows signs of reading disabilities or dyslexia, get them intervention as soon as possible.
Also, always keep reading to your kids. It's good for them.
This is the sort of book that I don't think people will pick up unless they work with teaching literacy or have a child with dyslexia or other reading stuggles, but I found it to be informative even though I do not fall into either category (as far as I know yet).
The beginning talks about the evolution of writing and reading in human societies and in our brains. I found that very interesting. Near the end there is discussion about dyslexia and how it presents children in who speak/read various languages. I found it very interesting. And the big take away: if your child shows signs of reading disabilities or dyslexia, get them intervention as soon as possible.
Also, always keep reading to your kids. It's good for them.
travelingkayte's review against another edition
4.0
I feel this should be a must read in any education program. It really puts an entirely positive spin on Dyslexia, allowing the educator to view students as perfectly on par with their reading classmates in intelligence while acknowledge extra help is needed. So often when acknowledge help is needed we diminish the child's intelligence which this book points out that the ability to read has nothing to do with intelligence but physical brain chemistry. I really enjoyed it even if some of the science was lost on me. I'd love to hear what you think.
jenniferdeguzman's review against another edition
3.0
I have to admit; I merely skimmed the last few sections of this book. Maryanne Wolf is obviously knowledgeable and passionate about her subject, but this has failed to translate into a book for the layperson that has a narrative arc that keeps the reader interested. I found the section on the historical development of writing and reading interesting, but my attention seriously flagged when I began the neuroscience section. (I also got really self-conscious reading about what my brain does while I read. It was weird! But not the book's fault.)
There is a textbook quality to the latter half, and technical terminology that was never adequately defined. I vaguely recall the various functions of parts of the brain from a college psychology course, but a quick run-down would have helped tremendously in refreshing my knowledge. More case studies would have also helped keep my interest. Early in the book, Wolf writes that she is going to tell two stories about children learning to read -- one who has been prepared to read and one who has not -- but instead of telling actual stories, she describes generalized situations. As someone more geared to the humanities than the sciences, I did not find the narrative decision to be very compelling, especially since, as Wolf writes in the introduction, this is a book meant for the non-scientist.
I wonder about the title, too -- if it was an editorial rather than authorial decision. The examples or analogies of Proust or the squid are not very important parts of the book's thesis or treatment of its subject. It seems like the title is just the juxtaposition of two intriguing but incongruent elements two draw interest that is not sustained by the text.
There is a textbook quality to the latter half, and technical terminology that was never adequately defined. I vaguely recall the various functions of parts of the brain from a college psychology course, but a quick run-down would have helped tremendously in refreshing my knowledge. More case studies would have also helped keep my interest. Early in the book, Wolf writes that she is going to tell two stories about children learning to read -- one who has been prepared to read and one who has not -- but instead of telling actual stories, she describes generalized situations. As someone more geared to the humanities than the sciences, I did not find the narrative decision to be very compelling, especially since, as Wolf writes in the introduction, this is a book meant for the non-scientist.
I wonder about the title, too -- if it was an editorial rather than authorial decision. The examples or analogies of Proust or the squid are not very important parts of the book's thesis or treatment of its subject. It seems like the title is just the juxtaposition of two intriguing but incongruent elements two draw interest that is not sustained by the text.
leannaaker's review against another edition
hopeful
informative
reflective
medium-paced
3.5
This book really made me think, but it was just a smidge too academic in places. The section on dyslexia was absolutely fascinating, as well as the breaking apart of all the skills required to read fluently.