Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices (Literacy Studies)

Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices (Literacy Studies)

Language: English

Pages: 324

ISBN: 9400740859

Format: PDF / Kindle (mobi) / ePub


This valuable addition to the literature offers readers a comprehensive overview of recent brain imaging research focused on reading, writing and mathematics―a research arena characterized by rapid advances that follow on the heels of fresh developments and techniques in brain imaging itself. With contributions from many of the lead scientists in this field, a number of whom have been responsible for key breakthroughs, the coverage deals with the commonalities of, as well as the differences between, brain activity related to the three core educational topics. At the same time, the volume addresses vital new information on both brain and behavior indicators of developmental problems, and points out the new directions being pursued using current advances in brain imaging technologies as well as research-based interventions. The book is also a tribute to a new Edmund, J Safra Brain center for the study of learning Disabilities at the University of Haifa-Israel.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

learn to master the learning of material at a rate that meets age- or grade-level expectations. Below we present a broad outline of one theory that characterizes the emergence of cognitive abilities within the context of the brain’s early stages of development. 4 A Neurodevelopmental Model for Normal and Abnormal Development of Cognitive Skills Based on the research reviewed earlier in this paper as well as research by other investigators, we propose a theory that characterizes the emerging link

Results of the protocol sheet showed that parents carried out 94.14% of the planned activities. The feasibility of activities was rated between “very good” and “good”. Children also reported that they liked the program. Results for phonological awareness are presented in Table 1. For rhyme and syllable awareness as well as 166 G. Schulte-K€ orne et al. Table 1 Training effects for phonological awareness Training group Waiting group Rhyme and syllable Awareness Phoneme Awareness M (SD) M (SD)

the underlying causes of spelling disability (e.g., auditory or visual processing deficits). The idea behind cause-oriented programs is that eliminating a specific deficit enables children to overcome their spelling difficulties. Critics (e.g., Suchodoletz 2007) have argued that there is not a single cause of reading and spelling deficits, rather several factors seem to play a role (see also Vellutino et al. 2004). Symptom-oriented programs focus directly on reading and spelling skills and have

behavioral and electrophysiological measures. The electrophysiological measure consisted of event-related brain potential (ERPs), which reflect changes in electrical activity of the nervous system related to external stimuli or cognitive processes occurring in the brain. They provide information online before the appearance of a behavioral response (Neville et al. 1993), and do so by means of real-time imaging of the neural system’s responses to sensory stimulation in milliseconds resolution

119 The researchers concluded that the dyslexic readers lack stability in their accurate as well as inaccurate word patterns in the mental lexicon. It remains to be seen whether that lack of stable correct word patterns stems from an inability to monitor errors. The “self-teaching” theory deals with decoding acquisition and focuses on the reader’s ability to identify letter strings and encode them into words (Share 2004). This theory purports the existence of a self-teaching mechanism that

Download sample

Download