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",…

In this article the author argues that the new "brain glitch" research is theoretically, empirically, and conceptually deficient. The author states that claims about the results of brain imaging studies constitute an ideological barrier to a sounder understanding of the connections between brain activity and learning to read. This work is a danger…