Radhakrishnan Sriganesh1 and R. Joseph Ponniah2
1Research Scholar, Department of Humanities and Social Sciences, National Institute of Technology Tiruchirappalli, Tiruchirapalli – 620015
2Professor of English, Department of Humanities and Social Sciences, National Institute of Technology Tiruchirappalli, Tiruchirappalli – 620015. ORCID: 0000-0002-0618-6788. Email: joseph@nitt.edu
Volume 12, Number 6, 2020 I Full Text PDF
DOI: 10.21659/rupkatha.v12n6.09b
Abstract
The article explores the biology of reading and how reading influences the biological relationship among language, cognition, and emotion (LCE). Reading aids in the enhancement of LCE under the precondition that biological predispositions for reading ability and LCE, such as genetic makeup, epigenetic modifications and neuronal development are favourable. A conceptual model was developed to explain how reading incrementally enhances LCE. The model serves as a tool to understand the biological and pedagogical conditions through which reading helps in progressing through successive LCE levels. The article also proposes that this holistic perspective of reading, considering genetics, epigenetics, neuroscience, neuropsychology and pedagogy, paves way for targeted clinical and educational interventions for people with language learning difficulties/disability.
Keywords: biology of reading; epigenetics; synaptic plasticity; neurogenetics of reading