One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and finally, what the future holds for relating mind, brain and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students
One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and finally, what the future holds for relating mind, brain and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students
This state-of-the-science volume brings together leading authorities from multiple disciplines to examine the relationship between brain development and behavior in typically developing children. Pre
This volume brings together leading authorities from multiple disciplines to examine the relationship between brain development and behavior in typically developing children. Presented are innovative
In this volume leading developmentalists address the question of how children's thinking develops in context by drawing on the theories of Vygotsky, Gibson, and Piaget.Analyses of the ecology and the
Synthesizing the breadth of current knowledge on brain-behavior relationships in atypically developing children, this important volume integrates theories and data from multiple disciplines. Leading
Thoroughly examining brain-behavior relationships in atypically developing children, this important volume integrates theories and data from multiple disciplines. Leading authorities present research
