---
product_id: 8717976
title: "Reading in the Brain: The New Science of How We Read"
price: "€ 35.57"
currency: EUR
in_stock: true
reviews_count: 8
url: https://www.desertcart.sk/products/8717976-reading-in-the-brain-the-new-science-of-how-we
store_origin: SK
region: Slovakia
---

# Reading in the Brain: The New Science of How We Read

**Price:** € 35.57
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- **What is this?** Reading in the Brain: The New Science of How We Read
- **How much does it cost?** € 35.57 with free shipping
- **Is it available?** Yes, in stock and ready to ship
- **Where can I buy it?** [www.desertcart.sk](https://www.desertcart.sk/products/8717976-reading-in-the-brain-the-new-science-of-how-we)

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## Description

Reading in the Brain: The New Science of How We Read [Dehaene, Stanislas] on desertcart.com. *FREE* shipping on qualifying offers. Reading in the Brain: The New Science of How We Read

Review: The " bible" on how we are able to read - It is a thrilling read for those interested! The book carefully & scientifically describes the miracle of how we are able to read, and many of the variations in our abilities. It is a milestone contribution on how best to LEARN to read. It is a bit dated at this point. Still an excellent basis for learning more in detail and in neurobiological terms. I learned SO much!
Review: The fantastic details of learning to read. - All teachers should read this book. Rigorously researched and scientifically valid. Written by a neurologist who has done his own research. Easy to re ad and understand!!!

## Technical Specifications

| Specification | Value |
|---------------|-------|
| Best Sellers Rank | #59,363 in Books ( See Top 100 in Books ) #37 in Popular Neuropsychology #55 in Reading Skills Reference (Books) #93 in Cognitive Psychology (Books) |
| Customer Reviews | 4.6 out of 5 stars 650 Reviews |

## Images

![Reading in the Brain: The New Science of How We Read - Image 1](https://m.media-amazon.com/images/I/714ZJg2HzTL.jpg)

## Customer Reviews

### ⭐⭐⭐⭐⭐ The " bible" on how we are able to read
*by S***N on November 17, 2024*

It is a thrilling read for those interested! The book carefully & scientifically describes the miracle of how we are able to read, and many of the variations in our abilities. It is a milestone contribution on how best to LEARN to read. It is a bit dated at this point. Still an excellent basis for learning more in detail and in neurobiological terms. I learned SO much!

### ⭐⭐⭐⭐⭐ The fantastic details of learning to read.
*by G***L on February 9, 2025*

All teachers should read this book. Rigorously researched and scientifically valid. Written by a neurologist who has done his own research. Easy to re ad and understand!!!

### ⭐⭐⭐⭐ Interesting read, something for everyone!
*by J***K on August 4, 2017*

328 pages 388 pages including references Reading In The Brain: The New Science Of How We Read by Stanislas Dehaene, published in 2009 by Penguin Books, has several potential audiences that could glean truly interesting and potentially useful information from this book. One audience might be Lexile Historians. Dehaene provides copious amounts of details on how cultures have evolved from simply reading the landscape, to drawing images in caves, to the first alphabet written by the Greeks, and so on. How the spoken languages have evolved through various cultures, leading English to be one of the most challenging to speak and spell, seemingly only behind the Chinese, who memorize over 3,000 images to this day. Neurologists (or neurologists-in-training) could also benefit from information provided in this Dehaene’s book. Descriptions of the areas of the brain utilized for reading and writing (spoiler: prefrontal cortex & occipito-temporal region) are provided, explaining how brain formation and development, sometimes at a later age, (check out the chapter on dyslexia!) influence the human ability to recognize letter sounds, followed by the letters themselves, the morphemes, and eventually entire words. We learn about the areas that are linked to facial recognition as well, and how that is linked to reading. In some stages, both hemispheres of the brain play a large role in reading skills, but eventually, one hemisphere takes on a larger responsibility as children are exposed to more and more. The “Letterbox” portion of the brain must be exposed enough to reading to be fully developed at the inception of adolescence in order for the child to be deemed an “expert” in reading. The brain’s function with reading and simple recognition changes over time, and Dehaene provides thorough descriptions of those transformations. Finally, teachers of reading (parents and licensed educators alike) are final benefactors of information in this book. Chapters 4-7 are primary areas of interest for this particular audience, where we learn a bit more about the evolution of writing and reading across cultures, with highlights on several languages and their simplicities or complexities in teaching reading and writing. As an educator, I found the most valuable information in a chapter entitled “Learning to Read.” Dehaene highlights the “Three Steps for Reading,” which are “logographic”-recognizing images, phoneme recognition, and grapheme recognition. It’s important to understand how a child’s brain develops-in that order-in order for them to learn to recognize letters accurately and eventually begin to form words and be able to sound out new ones. Children who are exposed to more speaking and reading at younger ages are more likely to avoid dyslexia, and overall struggles with reading comprehension and verbal processing. We must take our time in teaching children to decipher phonemes & graphemes if we expect them to eventually become fast(er) readers & writers; we cannot rush the process. The most interesting chapter to me was the chapter on Dyslexia-an area which I am very inexperienced with as an educator. Many people with dyslexia also have speech issues, which could be one of the first noticeable red flags for children. The author stresses that no set amount or type of factors play into a diagnosis of dyslexia, but it is predictable based on the parents and genetics, though other factors can play a part. It is also treatable with intensive interventions over the course of several weeks, bringing participants in a study up a few levels of readiness versus where they were prior to the interventions. Cons of the book: This particular reader (me) found some of the content to be bone dry and difficult to get through, primarily due to the heaviness of the material and general lack of interest in the topic. Pros: Plenty of development facts are published in this book, which could truly be a large help in understanding child brain development, and how the brain works when it comes to reading and writing. There is likely something in this book for any of the three audiences previously mentioned, and likely others as well. Fun facts learned: -The eyes move constantly while reading because the fovea, a small part of the cornea, helps to interpret & process. -Our gaze can advance 7-9 letters ahead. -It can take 50 milliseconds to process a word. -Most good readers can read 400-500 words per minute. -Font type influences speed at which we can read. -What we see depends on what we think we’re seeing. -Words take longer to read if they have more graphemes, not necessarily phonemes. -The right hemisphere is linked to facial recognition; the left is linked with reading & writing. -Reading improves verbal memory. -The Literate Mind: spelling mastery, richness of vocabulary, nuances of meaning, pleasures of literature. -Italian is the easiest language to learn (as a child, at least.) Bottom line: This entire book may not be for everyone, but there are portions that anyone could benefit from. It is worth a read, even if you don’t read the whole book.

## Frequently Bought Together

- Reading in the Brain: The New Science of How We Read
- How We Learn: The New Science of Education and the Brain
- The Number Sense: How the Mind Creates Mathematics, Revised and Updated Edition

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*Product available on Desertcart Slovakia*
*Store origin: SK*
*Last updated: 2026-02-25*