# data[].attributes.body
Reading uses several major regions on the left side of the brain to perform specific jobs in concert with the others. Two critical components of reading relating to phonics is 1. Working memory and 2. Auditory Processing.

# data[].attributes.attachment_link.title
The Science of Reading: The Basics and Beyond - The Science of Learning Blog

# data[].attributes.attachment_link.description
What should educators and parents know about the science of reading? Here is a basic summary, plus two important beyond-basic facts to inform educators' choices of reading programs.

# data[].attributes.body
The Lobes, there are four lobes used on the left side of the brain: Occipital, Temporal, Pariential, and the Frontal.
Occipital: Is responsible for visual inputs, visual analysis is the first step in reading.
Temporal: Is responsible for spoken and written word comprehension as well as phonological awareness and decoding/discriminating sounds.
Pariential: Is responsible for spoken and written word comprehension.
Frontal: Is responsible for the output and made to receive the information. This creates expressive language.

# data[].attributes.body
This article and video discusses the stages you go through fro writing development. this might be helpful in knowing the process to recognize what you might need to focus extra on for students with dyslexia.

# data[].attributes.attachment_link.readable_text
References

Click the "References" link above to hide these references.

Bloodgood, J. (1999). What's in a name? Children's name writing and literacy acquisition. Reading Research Quarterly, 34, 342-367.

Clay, M. (1975). What did I write? Exeter, NH: Heinemann.

Gentry, J. R. (1982). An Analysis of Developmental Spelling in GNYS AT WRK. The Reading Teacher, 36, 192-200.

Morrow, L. M. (2001). Literacy development in the early years: Helping children read and write (4th ed.). Boston: Allyn & Bacon.

# data[].attributes.attachment_link.description
Click the "References" link above to hide these references. Bloodgood, J. (1999). What's in a name? Children's name writing and literacy acquisition. Reading Research Quarterly, 34, 342-367. Clay, M. (1975). What did I write? Exeter, NH: Heinemann. Gentry, J. R. (1982). An Analysis of Developmental Spelling in GNYS AT WRK.

# data[].attributes.body
Cognitive and Language skills: Phonological awareness, Rapid naming, Verbal working memory, Visual-spatial working memory, Processing speed, Non-verbal problem solving, Oral language skills, Receptive language skills.

Decoding: Strong phonological/phonics foundation, Orthographic memory, Automaticity

Fluency (measured by Accuracy, Rate, Prosody): Skills needed for fluency; Phoneme awareness, Orthographic knowledge, Vocabulary background.

Comprehension: Vocabulary, morphology, language structure.

Metacognition (highest level of thinking): The process of regulating one's own learning.

# data[].attributes.headline
Cognitive and Social dimensions of writing.

# data[].attributes.subject
Cognitive and Social dimensions of writing.

# data[].attributes.body
Creating a social aspect with writing is so important because this is how you can make connections from your writings. You want to use writings to connect with peers and create social interaction. With Dyslexia it is harder to process writing and to write, discussing writings is another way to help learn and process the information.

# data[].attributes.attachment_link.title
Cognitive and social dimensions of writing