Reading Research: The Educational Benefits of Fiction-Based Texts
Lately, with their strong emphasis in the Common Core State Standards, there has been a lot of talk about informational texts. But, their cute little cousin, fiction books, are kind of starting to feel left out. So… they decided to show up strong when researchers decided to explore what happens in our brains while we are reading fiction.
Here are some excerpts from an article from The New York Times about what neuroscientists have found happens in our brain when we read fiction.
What does the research say?
Stories, this research is showing, stimulate the brain and even change how we act in life.
Researchers have long known that the “classical” language regions, like Broca’s area and Wernicke’s area, are involved in how the brain interprets written words. What scientists have come to realize in the last few years is that narratives activate many other parts of our brains as well, suggesting why the experience of reading can feel so alive.
The brain, it seems, does not make much of a distinction between reading about an experience and encountering it in real life; in each case, the same neurological regions are stimulated.
Indeed, in one respect novels go beyond simulating reality to give readers an experience unavailable off the page: the opportunity to enter fully into other people’s thoughts and feelings.
The novel, of course, is an unequaled medium for the exploration of human social and emotional life. And there is evidence that just as the brain responds to depictions of smells and textures and movements as if they were the real thing, so it treats the interactions among fictional characters as something like real-life social encounters.
Raymond Mar, a psychologist at York University in Canada, performed an analysis of 86 fMRI studies, published last year in the Annual Review of Psychology, and concluded that there was substantial overlap in the brain networks used to understand stories and the networks used to navigate interactions with other individuals — in particular, interactions in which we’re trying to figure out the thoughts and feelings of others. Scientists call this capacity of the brain to construct a map of other people’s intentions “theory of mind.” Narratives offer a unique opportunity to engage this capacity, as we identify with characters’ longings and frustrations, guess at their hidden motives and track their encounters with friends and enemies, neighbors and lovers.
A 2010 study by Dr. Mar found a similar result in preschool-age children: the more stories they had read to them, the keener their theory of mind.
Fiction, Dr. Oatley notes, “is a particularly useful simulation because negotiating the social world effectively is extremely tricky, requiring us to weigh up myriad interacting instances of cause and effect. Just as computer simulations can help us get to grips with complex problems such as flying a plane or forecasting the weather, so novels, stories and dramas can help us understand the complexities of social life.”
Reading great literature, it has long been averred, enlarges and improves us as human beings. Brain science shows this claim is truer than we imagined.
Read the full article here: Your Brain on Fiction
So… while being able to read and understand informational texts is important for your students, so is brain activation and a thorough understanding of social and emotional complexities that will indeed be a key to their future success. Don’t let fiction feel left out!
Are your students having a hard time reading simple fiction books? Learn how Reading Horizons reading curriculum helps students find reading success with our elementary reading curriculum and reading intervention program.
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fiction is just good for kids.. imagination is good for kids