Building the Reading Brain: What Neuroscience Reveals About Literacy and Learning

Recent advances in neuroscience are radically reshaping our understanding of how children learn to read—and why some struggle—offering educators powerful insights for supporting diverse learners in every classroom (Wu Tsai Neurosciences Institute, 2025; Gotlieb, Rhinehart, & Wolf, 2025).

How the Brain Learns to Read

Key predictors of future literacy, such as phonological awareness and “perceptual expertise” for letter patterns, are reflected in both brain anatomy and response speed—even in the youngest learners. Crucially, children vary greatly in their rate and pattern of reading brain development. Struggling readers often show less efficient neural connections and slower progress, reinforcing the need for tailored instruction and support at every stage.

Why Some Children Struggle

Both articles underscore that individual differences in brain wiring—whether genetic, developmental, or shaped by environmental factors—help explain why universal solutions rarely work. Early challenges with sound-letter mapping, visual recognition, or language processing can snowball without skilled intervention. Importantly, explicit, structured opportunities to build these foundational skills not only accelerate reading growth, but also boost confidence and motivation.

Moreover, research now points to the emotional and social dimensions of reading—motivation, classroom climate, and cultural connection—as powerful factors in shaping both neural development and educational progress (Gotlieb et al., 2025).

What Educators Can Do

The strongest message from neuroscience is that reading brains are “taught, not born.” Explicit, multi-component instruction—spanning phonics, vocabulary, comprehension, and emotional engagement—makes a measurable difference, especially for children at risk. Universal screening and early intervention can catch difficulties before they become entrenched.

These findings call for high-quality teacher education, integrating brain science and evidence-based pedagogy, and for schools to foster environments where every child’s emotional needs and cultural background are valued alongside skill development.

In short, building strong reading brains requires intentional, responsive teaching. By honouring both science and student diversity, educators can help unlock literacy for every learner.

References

Wu Tsai Neurosciences Institute. (2025, August 21). How we learn to read (and why some struggle). Stanford Neurosciences News. https://neuroscience.stanford.edu/news/how-we-learn-read-and-why-some-struggle

Gotlieb, R. J. M., Rhinehart, L., & Wolf, M. (2025). The “Reading Brain” is taught, not born: Evidence from the evolving neuroscience of reading for teachers and society. The Reading League Journal. https://www.thereadingleague.org/wp-content/uploads/2025/06/trl-journal-sneakpeek-the-reading-brain-taught-not-born-gotlieb.pdf