Difficulties in Learning to Read from Cognitive Neuroscience Perspective: From Reductionist to an Integrative Approaches
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Abstract
This study aimed to highlight the importance of the integrative approach in the study of learning to read and its impairment, by presenting the key findings from the available neurological research, with a particular focus on the significance of the primary features of how brain regions operate from the perspective of integrative cognitive neuroscience. Over the past years, cognitive neuroscience has mainly relied on the analysis of data from the activation neural pathways in specific brain regions during reading tasks. Despite the large amount of data that emerged from such studies, it remains unable to provide an integrated picture of the neural networks underlying reading impairment, and the other factors involved in reading, which has been referred to reductionist approach in neuroscience. The remaining question is: what is the alternative approach to overcome this limitation in neurological studies on reading? Through reviewing and analysing the available literature, we highlighted the most significant shifts in cognitive neuroscience, leading to an integrative approach that incorporates new dimensions that primarily relate to the brain's functioning as an interconnected neural network, and the impact of cross-language differences on the cerebral mechanisms involved in reading, in addition to the role of the emotional and socio-psychological aspects. This approach has provided a more comprehensive view within the emerging theoretical approach known as integrative cognitive neuroscience.
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reductionist neuroscienceintegrative cognitive neurosciencereading impairmentdyslexia
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