Paul McNees
I am interested in the cross section of the arts, philosophy and phenomenology. With a degree in Philosophy, Cosmology and Consciousness my curiosity veers into territory of an evolution of consciousness reflected through and perhaps predicted by shifts in the worlds of art, music, and literature. My recent work has been focused on the importance of prosody in the ability to comprehend written language. This research has involved current studies in linguistics, processing of sound in the brain, and the intersection of these with the philosophies of Gebser, Langer, Whitehead, and Cassirer.
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Papers by Paul McNees
Of the many issues that educators face, reading comprehension may be one of the most vexing. Students who can’t decode (unfortunately) have become commonplace. More often than not, these students are referred to a learning specialist and are taught to decode. These are the students that rise to the surface. They are the ones that are caught, hopefully in time to salvage their vocabulary and ability to comprehend. Then there are those who have never been flagged for reading issues but now reveal themselves as poor comprehenders. In this meta-ethnographic study, I have drawn from diverse modalities of research - from the evolution of language to fMRI studies of prosodic associations of language and music - in an attempt to define an auditory model of reading. I have traced a trajectory from musical proto-languages to literacy that informs the way in which one might perceive how language is perceived and comprehended. I believe that a convincing case has been made for a more integrated approach to language acquisition and remediation procedures for auditory deficits leading to comprehension issues in spoken and written language.
Keywords: auditory processing, prosody, reading comprehension, language evolution.
Drafts by Paul McNees
Of the many issues that educators face, reading comprehension may be one of the most vexing. Students who can’t decode (unfortunately) have become commonplace. More often than not, these students are referred to a learning specialist and are taught to decode. These are the students that rise to the surface. They are the ones that are caught, hopefully in time to salvage their vocabulary and ability to comprehend. Then there are those who have never been flagged for reading issues but now reveal themselves as poor comprehenders. In this meta-ethnographic study, I have drawn from diverse modalities of research - from the evolution of language to fMRI studies of prosodic associations of language and music - in an attempt to define an auditory model of reading. I have traced a trajectory from musical proto-languages to literacy that informs the way in which one might perceive how language is perceived and comprehended. I believe that a convincing case has been made for a more integrated approach to language acquisition and remediation procedures for auditory deficits leading to comprehension issues in spoken and written language.
Keywords: auditory processing, prosody, reading comprehension, language evolution.