---
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title: "Proust and the Squid: The Story and Science of the Reading Brain"
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---

# Proust and the Squid: The Story and Science of the Reading Brain

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## Description

“Wolf restores our awe of the human brain—its adaptability, its creativity, and its ability to connect with other minds through a procession of silly squiggles.” — San Francisco Chronicle How do people learn to read and write—and how has the development of these skills transformed the brain and the world itself ? Neuropsychologist and child development expert Maryann Wolf answers these questions in this ambitious and provocative book that chronicles the remarkable journey of written language not only throughout our evolution but also over the course of a single child’s life, showing why a growing percentage have difficulty mastering these abilities. With fascinating down-to-earth examples and lively personal anecdotes, Wolf asserts that the brain that examined the tiny clay tablets of the Sumerians is a very different brain from the one that is immersed in today’s technology-driven literacy, in which visual images on the screen are paving the way for a reduced need for written language—with potentially profound consequences for our future.

Review: History of reading and its future - In a sentence: Reading changes our mind and in doing so changes our reading in a compounding feedback loop that has literally rewired the human mind. Who should read it: Everyone, it's super interesting and if you're an avid reader who knows that reading is better than not reading this will give you a nice pat on the back and a great history of reading and our understanding of how the mind does what it does. If you love being pretentious this is a good book too, the author is full of it haha. Did you know Socrates was avidly against literacy and it's harm to the mind? I knew he was an annoying ass who his neighbors voted to have killed but didn't know about his objections the dangers reading had on wisdome. Proust: Author who captured the profound impact reading has on someone's life Squid: An old neurological metaphor for how neurons work. The book outlines the literal rewiring necessary for humans to learn how to read and how profound and different that is than other built in attributes our minds have. 'this plasticity at the heart of the brain's design forms the basis for much of who we are, and who we might become' Throughout the book I'm struck by wondering how much more we could be doing to rewire our minds intentionally through systems like reading. How much can we do? To change our "open architecture" of the brain. What are we leaving on the table? And how much are we harming the kids who are being left out of this rewiring. Much like everything else we do this feedback loop seems to be part of the Matthew principle and the author talks much about this. The rich get rich the poor get poorer. "we are, it would seem from the start, genetically poised for breakthroughs" "thus the reading brain is part of highly successful two way dynamics. Reading can be learned only because of the brains plastic design, and when reading takes place, that individual brain is forever changed, both physiologically and intellectually." 'we are what we read' The moment we become literate 'we are no longer limited by the confines of our own thinking' 'the richness of this semantic dimension of reading depends on the riches we have already stored, a fact with important and sometimes devastating developmental implications for our children. Children with a rich repertoire of words and their associations will experience any text or any conversation win ways that are substantively different from children who do not have the same stored words and concepts' 'we bring our entire store of meanings to whatever we read - or not' 'If there are no genes specific only to reading, and if our brain has to connect older structures for vision and language to learn this new skill, every child in every generation has a lot of work' 'owing largely to their environments, however, one child will acquire these essentials, the other will not' 'learning to read begins the first time an infant is held and read a story. How often this happens, or fails to happen, in the first years of childhood turns out to be one of the best predictors of later reading' 'every child who learns to read someone else's thoughts and write his or her own repeats this cyclical, germinating relationship between written language and new thought, never before imagined' 'vygotsky observed that the very process of writing one's thoughts leads individuals to refine those thoughts and to discover new ways of thinking.' (does interacting with your personal LLM create a hyper feedback loop of this? Are we on the cusp of something new) 'the association between hearing written language and feeling loved provides the best foundation for this long process, and no cognitive scientist or educational researcher could have designed a better one' Reading is essential to learning to understand someone else's mind, understanding someone else's life, feelings, experiences. Otherwise known as empathy (unless you're only reading the quran) She has a lovely little call to action about how we can diagnose and treat all reading disorders and it's only a matter of access that is holding us back, beautiful and idealistic but if you've ever been in a poor community and homes you know access ain't the problem brother. She says 'a level playing field for all children before they enter kindergarten should not be that difficult to achieve' the understatement of the millennium . Note: Look up Katie Overy, Catherine Moritz, Sasha Yampolsky research into Early Intervention based on rhythm, melody, and rhyme Decoding is necessary to reading but 'one of the biggest errors in reading instruction is the assumption that after Amelia finally decodes a word she knows what she is reading' 'decoding does NOT mean comprehension' Nightmare Fuel: 30 to 40 percent of children in the fourth grade do not become fully fluent readers with adequate comprehension The two greatest aids to fluent comprehension are explicit instruction by a child's teachers in major content areas and the child's own desire to read 'having a richly connected, established vocabulary or semantic network is physically reflected in the brain' 'reading changes our lives an dour lives change our reading' its bidirectional The author spends a great deal of time on dyslexia, it's a mystery basically, it can be wiring, structural, connective, any number of things. 'rapid automatized naming' (RAN) tasks are one of the best predictors of reading performance ' some young children with severe reading disabilities come from such linguistically impoverished backgrounds that vocabulary plays a critical role' not shit, reading isn't genetic, its an environmental problem in almost all but the most severe disabilities. If we know how to treat nearly all cases of learning disabilities it means environment (parents and caretakers) are to blame. Stop protecting bad parents It is the oral word that first illuminates consciousness = Language IS cognition Technology: Their sights are narrowed to what they see and hear quickly and easily, and they have too little reason to think outside our newest, most sophisticated boxes. These students are not illiterate, but they may never become true expert readers What does the future hold? A nation of semi literate people incapable of reasoning beyond the customized LLM text in front of them designed to get them to act a certain way?
Review: An excellent introduction to the cognitive neuroscience of reading - In this fascinating work, which might be viewed as an introduction to the cognitive neuroscience of reading, the author gives the reader an excellent overview of the cultural origins of writing/reading, the brain mechanisms that are responsible for the ability to read, and the factors behind the inability to read. Written for a general audience, the book does contain some information of a more technical nature for those readers who might have a general background in neuroscience or cognitive neuroscience. Those readers who need more can find much more detailed information in the references. Everything about this book is interesting, especially to those who may be described as "obsessive" readers that spend a great majority of their life reading and are interested in knowing more about the cognitive mechanisms behind the reading act. There are many interesting discussions and questions that are provoked by the reading of this book. Some of these include: - Once one has achieved what the author has called "expert" reading status, what is the effect of biological age on this status? Does biological aging affect the "rate of processing" of textual information and if so to what degree? Along these same lines, is it more difficult for an older person to learn how to read as compared to young children? - Erotic literature has the propensity for physical arousal, so does its reading evoke even more of the imaginative properties of the reading brain than does other types of literature or less? In addition, it would seem that the limbic system would play a greater role in erotic literature, since more emphasis is being placed on attention and imagination than comprehension. - The technical description that author gives of the "first 500 milliseconds" of reading is fascinating and sheds light on the degree to which the reader must be attentive to the words in the text. But in relation to the need for this attention, while reading a book everyone no doubt has experienced the process of "drifting": you are turning the pages of the book and reading the text but your mind is engaged in other thoughts far removed from the content of the book. After some time and possibly many pages later you catch yourself and then skim the pages you thought you missed. Is the information in the book still assimilated when "drifting" or is completely ignored because the reader is not exercising deliberate concentration? Or is it being partially assimilated and to what degree? And if only partially, can the "skimming" fill in the lost details? If one believes the author's technical description then when "drifting" certain areas of the `parietal lobe', those that are responsible for "disengaging" attention from whatever else we are doing, are not being activated, but the `superior colliculi' that is responsible for eye movements, and the `thalamus' that coordinates information from the brain are. - Is "speed reading" a viable or effective strategy and what exactly is behind it? Does speed reading require other neuronal mechanisms over and above what is discussed in the "first 500 milliseconds"? People who claim to be able to speed read usually also claim that they do so with complete comprehension. Is this true or are they missing some important information from the book? Unfortunately the author does not discuss speed reading in this book. - Does it become easier to assimilate knowledge the more one reads? If one accepts the author's explanations this would be the case, for she holds that less time is required for a "fluent" brain to represent and retrieve the visual, phonological, and semantic information needed for reading. But in this regard is it possible to read "too much", i.e. to read at such an intensity/frequency that a kind of "asymptotic limit" is reached for the ability to retrieve information from `associative' memory as described by the author? - Is the reading process as discussed by the author different to some degree when reading technical literature? Those who read mathematical texts can attest to the large degree of concentration needed as compared for example to reading a novel or a news story. The author asserts that the speed that we read a word is influenced greatly by the quality and quantity of the semantic or background knowledge that is activated by that word. But does this also hold for mathematical equations or other types of symbolic expressions that are essentially outside colloquial grammars? English grammar for example does not include mathematical expressions as part of its syntax or semantics so when such expressions are included in texts, as they are of course in mathematical texts written in English, the reader's "flow" must be interrupted so as to deal with these expressions. This slows down the reading rate considerably, and frequently a lot of backtracking must be done in order to fully comprehend the text. Ironically, visualization plays a strong role in the understanding of mathematical texts, but the authors of these texts frequently eschew the idea of incorporating diagrams or pictures in them. - The author devotes a considerable part of the book to the historical invention of language and reading and compares the skepticism of Socrates towards writing/reading to her own skepticism on the use of online tools for the presentation of information. As far as the explanatory power of verbal narratives are concerned, Socrates certainly had a point if one is only concerned with dialogs of a philosophical or argumentative nature, as of course Socrates was deeply embedded in. But think of how difficult it would be exchange highly sophisticated mathematical information in a verbal dialog. Such an exchange almost necessitates the use of writing, as well as its preservation. And as far as online information and the way it is presented, the jury is still out on its efficacy due to the short timeline that the Internet has been available to everyone. In this regard the author, and all of those who love to read, must be careful not to morph into technoreactionaries when dealing with the new methods of presenting information. These new methods may be even more effective, even more fun, than the activity we have all done for thousands of years, this activity which at some point in the future may be christened as "classical reading."

## Technical Specifications

| Specification | Value |
|---------------|-------|
| Best Sellers Rank | #54,806 in Books ( See Top 100 in Books ) #20 in Reading Skills Reference (Books) #28 in Linguistics Reference #164 in Cognitive Psychology (Books) |
| Customer Reviews | 4.6 out of 5 stars 772 Reviews |

## Images

![Proust and the Squid: The Story and Science of the Reading Brain - Image 1](https://m.media-amazon.com/images/I/61zoWuFI6cL.jpg)

## Customer Reviews

### ⭐⭐⭐⭐⭐ History of reading and its future
*by R***N on March 14, 2024*

In a sentence: Reading changes our mind and in doing so changes our reading in a compounding feedback loop that has literally rewired the human mind. Who should read it: Everyone, it's super interesting and if you're an avid reader who knows that reading is better than not reading this will give you a nice pat on the back and a great history of reading and our understanding of how the mind does what it does. If you love being pretentious this is a good book too, the author is full of it haha. Did you know Socrates was avidly against literacy and it's harm to the mind? I knew he was an annoying ass who his neighbors voted to have killed but didn't know about his objections the dangers reading had on wisdome. Proust: Author who captured the profound impact reading has on someone's life Squid: An old neurological metaphor for how neurons work. The book outlines the literal rewiring necessary for humans to learn how to read and how profound and different that is than other built in attributes our minds have. 'this plasticity at the heart of the brain's design forms the basis for much of who we are, and who we might become' Throughout the book I'm struck by wondering how much more we could be doing to rewire our minds intentionally through systems like reading. How much can we do? To change our "open architecture" of the brain. What are we leaving on the table? And how much are we harming the kids who are being left out of this rewiring. Much like everything else we do this feedback loop seems to be part of the Matthew principle and the author talks much about this. The rich get rich the poor get poorer. "we are, it would seem from the start, genetically poised for breakthroughs" "thus the reading brain is part of highly successful two way dynamics. Reading can be learned only because of the brains plastic design, and when reading takes place, that individual brain is forever changed, both physiologically and intellectually." 'we are what we read' The moment we become literate 'we are no longer limited by the confines of our own thinking' 'the richness of this semantic dimension of reading depends on the riches we have already stored, a fact with important and sometimes devastating developmental implications for our children. Children with a rich repertoire of words and their associations will experience any text or any conversation win ways that are substantively different from children who do not have the same stored words and concepts' 'we bring our entire store of meanings to whatever we read - or not' 'If there are no genes specific only to reading, and if our brain has to connect older structures for vision and language to learn this new skill, every child in every generation has a lot of work' 'owing largely to their environments, however, one child will acquire these essentials, the other will not' 'learning to read begins the first time an infant is held and read a story. How often this happens, or fails to happen, in the first years of childhood turns out to be one of the best predictors of later reading' 'every child who learns to read someone else's thoughts and write his or her own repeats this cyclical, germinating relationship between written language and new thought, never before imagined' 'vygotsky observed that the very process of writing one's thoughts leads individuals to refine those thoughts and to discover new ways of thinking.' (does interacting with your personal LLM create a hyper feedback loop of this? Are we on the cusp of something new) 'the association between hearing written language and feeling loved provides the best foundation for this long process, and no cognitive scientist or educational researcher could have designed a better one' Reading is essential to learning to understand someone else's mind, understanding someone else's life, feelings, experiences. Otherwise known as empathy (unless you're only reading the quran) She has a lovely little call to action about how we can diagnose and treat all reading disorders and it's only a matter of access that is holding us back, beautiful and idealistic but if you've ever been in a poor community and homes you know access ain't the problem brother. She says 'a level playing field for all children before they enter kindergarten should not be that difficult to achieve' the understatement of the millennium . Note: Look up Katie Overy, Catherine Moritz, Sasha Yampolsky research into Early Intervention based on rhythm, melody, and rhyme Decoding is necessary to reading but 'one of the biggest errors in reading instruction is the assumption that after Amelia finally decodes a word she knows what she is reading' 'decoding does NOT mean comprehension' Nightmare Fuel: 30 to 40 percent of children in the fourth grade do not become fully fluent readers with adequate comprehension The two greatest aids to fluent comprehension are explicit instruction by a child's teachers in major content areas and the child's own desire to read 'having a richly connected, established vocabulary or semantic network is physically reflected in the brain' 'reading changes our lives an dour lives change our reading' its bidirectional The author spends a great deal of time on dyslexia, it's a mystery basically, it can be wiring, structural, connective, any number of things. 'rapid automatized naming' (RAN) tasks are one of the best predictors of reading performance ' some young children with severe reading disabilities come from such linguistically impoverished backgrounds that vocabulary plays a critical role' not shit, reading isn't genetic, its an environmental problem in almost all but the most severe disabilities. If we know how to treat nearly all cases of learning disabilities it means environment (parents and caretakers) are to blame. Stop protecting bad parents It is the oral word that first illuminates consciousness = Language IS cognition Technology: Their sights are narrowed to what they see and hear quickly and easily, and they have too little reason to think outside our newest, most sophisticated boxes. These students are not illiterate, but they may never become true expert readers What does the future hold? A nation of semi literate people incapable of reasoning beyond the customized LLM text in front of them designed to get them to act a certain way?

### ⭐⭐⭐⭐⭐ An excellent introduction to the cognitive neuroscience of reading
*by D***N on July 10, 2008*

In this fascinating work, which might be viewed as an introduction to the cognitive neuroscience of reading, the author gives the reader an excellent overview of the cultural origins of writing/reading, the brain mechanisms that are responsible for the ability to read, and the factors behind the inability to read. Written for a general audience, the book does contain some information of a more technical nature for those readers who might have a general background in neuroscience or cognitive neuroscience. Those readers who need more can find much more detailed information in the references. Everything about this book is interesting, especially to those who may be described as "obsessive" readers that spend a great majority of their life reading and are interested in knowing more about the cognitive mechanisms behind the reading act. There are many interesting discussions and questions that are provoked by the reading of this book. Some of these include: - Once one has achieved what the author has called "expert" reading status, what is the effect of biological age on this status? Does biological aging affect the "rate of processing" of textual information and if so to what degree? Along these same lines, is it more difficult for an older person to learn how to read as compared to young children? - Erotic literature has the propensity for physical arousal, so does its reading evoke even more of the imaginative properties of the reading brain than does other types of literature or less? In addition, it would seem that the limbic system would play a greater role in erotic literature, since more emphasis is being placed on attention and imagination than comprehension. - The technical description that author gives of the "first 500 milliseconds" of reading is fascinating and sheds light on the degree to which the reader must be attentive to the words in the text. But in relation to the need for this attention, while reading a book everyone no doubt has experienced the process of "drifting": you are turning the pages of the book and reading the text but your mind is engaged in other thoughts far removed from the content of the book. After some time and possibly many pages later you catch yourself and then skim the pages you thought you missed. Is the information in the book still assimilated when "drifting" or is completely ignored because the reader is not exercising deliberate concentration? Or is it being partially assimilated and to what degree? And if only partially, can the "skimming" fill in the lost details? If one believes the author's technical description then when "drifting" certain areas of the `parietal lobe', those that are responsible for "disengaging" attention from whatever else we are doing, are not being activated, but the `superior colliculi' that is responsible for eye movements, and the `thalamus' that coordinates information from the brain are. - Is "speed reading" a viable or effective strategy and what exactly is behind it? Does speed reading require other neuronal mechanisms over and above what is discussed in the "first 500 milliseconds"? People who claim to be able to speed read usually also claim that they do so with complete comprehension. Is this true or are they missing some important information from the book? Unfortunately the author does not discuss speed reading in this book. - Does it become easier to assimilate knowledge the more one reads? If one accepts the author's explanations this would be the case, for she holds that less time is required for a "fluent" brain to represent and retrieve the visual, phonological, and semantic information needed for reading. But in this regard is it possible to read "too much", i.e. to read at such an intensity/frequency that a kind of "asymptotic limit" is reached for the ability to retrieve information from `associative' memory as described by the author? - Is the reading process as discussed by the author different to some degree when reading technical literature? Those who read mathematical texts can attest to the large degree of concentration needed as compared for example to reading a novel or a news story. The author asserts that the speed that we read a word is influenced greatly by the quality and quantity of the semantic or background knowledge that is activated by that word. But does this also hold for mathematical equations or other types of symbolic expressions that are essentially outside colloquial grammars? English grammar for example does not include mathematical expressions as part of its syntax or semantics so when such expressions are included in texts, as they are of course in mathematical texts written in English, the reader's "flow" must be interrupted so as to deal with these expressions. This slows down the reading rate considerably, and frequently a lot of backtracking must be done in order to fully comprehend the text. Ironically, visualization plays a strong role in the understanding of mathematical texts, but the authors of these texts frequently eschew the idea of incorporating diagrams or pictures in them. - The author devotes a considerable part of the book to the historical invention of language and reading and compares the skepticism of Socrates towards writing/reading to her own skepticism on the use of online tools for the presentation of information. As far as the explanatory power of verbal narratives are concerned, Socrates certainly had a point if one is only concerned with dialogs of a philosophical or argumentative nature, as of course Socrates was deeply embedded in. But think of how difficult it would be exchange highly sophisticated mathematical information in a verbal dialog. Such an exchange almost necessitates the use of writing, as well as its preservation. And as far as online information and the way it is presented, the jury is still out on its efficacy due to the short timeline that the Internet has been available to everyone. In this regard the author, and all of those who love to read, must be careful not to morph into technoreactionaries when dealing with the new methods of presenting information. These new methods may be even more effective, even more fun, than the activity we have all done for thousands of years, this activity which at some point in the future may be christened as "classical reading."

### ⭐⭐⭐⭐ A Book for Neuroscience Enthusiasts and Literary Lovers
*by J***R on September 30, 2013*

Maryanne Wolf's Proust and the Squid describes the journey of how the human brain learns to read. Wolf's informative narrative is interspersed with detailed diagrams of the neurosystem and literary quotes from a range of authors such as Sartre and J.M Barrie. Although Wolf's book presents a large amount of research, its engaging narrative and prevalent use of anecdotes keeps the information accessible to most readers; however to fully enjoy the book, it is helpful for readers to have some literary background. In this review, I hope to provide a short guide to the content of the book as well as some recommendations for potential readers. Organization of the Book Wolf is a fan of subdivisions. Overall the book is broken up into three sections: "How the Brain Learned to Read", "How the Brain Learns to Read Over Time", and "When the Brain Can't Learn to Read". Each section is broken up into three chapters, and each chapter is broken up into a number of subsections. In general the subsections in the book help with processing the large amount of information presented, however they can also seem disruptive to the flow of the book. In the section "How the brain learned to Read", Wolf explores how we as a species learned to read and the genesis of writing in the chapters, "Reading Lessons from Proust and the Squid", "How the Brain Adapted Itself to Read: The First Writing Systems", and "The Birth of an Alphabet and Socrates' Protests". The author examines the components of early writing systems from around the world covering Sumerian Cunneiform, Egyptian Heiroglyphics, Maya, Incan quipus, Greek Linear B, and Japanese kanji and kana among others. Wolf describes how the invention of reading repurposes the neural networks we were born with in a great feat of plasticity and stresses that we as a species were never designed to read. After reading this section, it is difficult to not be in complete awe of the feat of reading and how seamlessly and rapidly the brain is able to process words on a page. In addition to impressing a great respect for the brain's cognitive ability, the author also addresses a fear of Socrates that knowledge and true understanding will be lost as we move into different formats (oral to written in Socrates' time, and reading to digital now). Wolf writes, "Socrates' perspective on the pursuit of information in our culture haunts me every day as I watch my two sons use the Internet to finish a homework assignment, and then tell me they `know all about it.'" She goes on to explain, "Socrates' enemy never really was the writing down of words, as Plato realized. Rather, Socrates fought against failures to examine the protean capacities of our language and to use them `with all our intelligence.'" I thought the story of Socrates' opposition to written language was an interesting anecdote to tie the history of reading with the issues that we are currently grappling with an increasingly digital society. In the section "How the Brain Learns to Read Over Time", Wolf explains how children learn how to read. She breaks down this section into the chapters, "The Beginnings of Reading Development, or Not", "The `Natural History' of Reading Development: Connecting the Parts of the Yong Reading Brain", and "The Unending Story of Reading's Development". In this section, she explores the importance of exposure to language and picture books in early childhood development and quotes a study on "word poverty" stating that in some communities children have heard 32 million words less than their peers by age five. These staggering statistics clearly the disparity between some children's learning experiences and provides insight into why our education system may not be the most ideal for teaching children to read. Wolf also shares her own experience learning to read in a small schoolhouse in Eldorado, Illinois. Through her anecdotes and presentation of research, Wolf argues that it is unreasonable to expect all children to be able to read by third grade and difficulties reading are not indicative of low intelligence. In her final section, Wolf explores dyslexia and its possible causes of reading impairment. Her three chapters are, "Dyslexia's Puzzle and the Brain's Design", "Genes, Gifts, and Dyslexia", and "Conclusions: From the Reading Brain to What Comes Next". In these chapters Wolf, explores the idea that dyslexic subject have stronger right brain connections and the genetics of dyslexia. She opens her second chapter of this section with, "Thomas Edison, Leonardo Da Vinci, and Albert Einstein are three of the most famous people said to have had dyslexia." This sentence provides a productive introduction to a discussion about how some deficits can ultimately be beneficial in other aspects. She also reinforces this point with her own experience with her son who also suffers from dyslexia. Overall I think that book provides a good overview of the neurological processes of reading and the development of written language. Wolf also provides an extensive "Notes" section with 228 references for further reading on the breath of subjects that she described. While this book was intended for a general audience, it is by no means an easy read. Wolf's constantly intersperses anecdotes to keep the mood light, however overall the content is extremely dense- which is to be expected as she is covering a few thousand years of human history as well as a neural level explanation of a rigorous learning process. Also her writing style is not the most accessible to all readers. The chapters tend to seem like they go on forever, and there are not very many good stopping points even though there are many subsections in the book. This is not a book that I would pick up at an airport to read over a plane ride nor would I read this book as my first introduction to neuroscience. However I would like to emphasize that it is an enjoyable read, if you have some background on the brain and an interest in the development of language. It also doesn't hurt if you are a little bit of a bookworm either.

## Frequently Bought Together

- Proust and the Squid: The Story and Science of the Reading Brain
- Reader, Come Home: The Reading Brain in a Digital World
- Reading in the Brain: The New Science of How We Read

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