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Direct linkWolf, Maryanne – Phi Delta Kappan, 2019
Because reading is not a natural process like language, young learners must be taught to read. Knowledge about how the reading brain develops has critical implications for understanding which teaching methods to use and helps reconceptualize previous debates. In this excerpt from "Reader Come Home: The Reading Brain in a Digital World",…
Descriptors: Reading Instruction, Brain, Teaching Methods, Decoding (Reading)
Peer reviewedCuevas, Kimberly; Hubble, Morgan; Bell, Martha Ann – Early Education and Development, 2012
Research Findings: This study examined whether children's executive functions before kindergarten would predict variance in executive functions after kindergarten. We obtained behavioral (working memory task performance), parent-reported (temperament-based inhibitory control), and psychophysiological (working memory-related changes in heart rate…
Descriptors: Metabolism, Personality, Psychophysiology, Parent Attitudes
LeFevre, Jo-Anne; Fast, Lisa; Skwarchuk, Sheri-Lynn; Smith-Chant, Brenda L.; Bisanz, Jeffrey; Kamawar, Deepthi; Penner-Wilger, Marcie – Child Development, 2010
A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children from 4.5 to 7.5 years of age. The model integrates research from neuroimaging, clinical populations, and normal development in children and adults. It includes 3 precursor pathways: quantitative, linguistic, and spatial…
Descriptors: Numeracy, Cognitive Processes, Longitudinal Studies, Mathematics Achievement
Kovalik, Susan J.; Olsen, Karen D. – Corwin, 2010
This book examines learning science from multiple perspectives--especially a child's. The whimsical character of Mary Froggins guides readers through the steps of igniting students' natural sense of wonder, incorporating brain research, integrating science concepts with other subjects, and applying science to daily life. The authors demonstrate…
Descriptors: Educational Strategies, Curriculum Development, Multiple Intelligences, Science Programs
Bakker, Dirk J.; Van Strien, Jan W.; Licht, Robert; Smit-Glaude, Sietsia W. D. – Annals of Dyslexia, 2007
Cognition-related brain responses to meaningful and meaningless figures were registered in 5-year-old kindergarten children who either had been subtyped as being at-risk of developing an L- or P-type dyslexia (LAL versus LAP) or who were not at-risk. While identifying, naming, or categorizing pictures, event-related potentials (ERP) were…
Descriptors: Semantics, Learning Modules, Kindergarten, Etiology
