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There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.

- Maryanne Wolf
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Maryanne Wolf
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I have no doubt that the digital immersion of our children will provide a rich life of entertainment and information and knowledge. My concern is that they will not learn, with their passive immersion, the joy and the effort of the third life, of thinking one's own thoughts and going beyond what is given.

After we become literate, we literally 'think differently' about language: images of brain activation between literate and nonliterate humans bear this out.

We need to discern what it is that requires reflection in our lives and in what we read and how we read it.

The attention span of children may be one of the main reasons why an immersion in on-screen reading is so engaging, and it may also be why digital reading may ultimately prove antithetical to the long-in-development, reflective nature of the expert reading brain as we know it.

I don't want technology to replace teachers, but where there are no teachers, or the teachers are overwhelmed, it can be helpful.

We are not only what we read. We are how we read.

Skimming is fine for our emails, but it's not fine for some of the important forms of reading.

The acquisition of literacy is one of the most important epigenetic achievements of Homo sapiens. To our knowledge, no other species ever acquired it.

No one can ever prepare a parent for two things: the immeasurable love that comes with having a child; and the sorrow and confusion that comes when your child appears to learn in a different way from other children.

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There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.

There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.

There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.

There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.

There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.

There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.

There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.

There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.

There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.

There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.

There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.

There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.

There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.

There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.

There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.