Optimizing Young Readers' Brains: Lessons from Neuroscience
"I wish you to grasp not only at what you read but at the miracle of its being readable."—Vladimir Nabokov
If educational psychologist Daniel Willingham had his way, most teachers would leave the neuroscience to the neuroscientists. Sure, a little neuroscientific knowledge can be dangerous and lead to instructional malpractice. But I'm letting my curiosity and common sense lead me. At the very least, a general understanding of how my students learn helps me sift through all the brain-based hype. (You can read some of my initial reflections on neuroscience and learning here and here ).
Lately, I've been exploring the science of reading. In this article, I'll share some recent findings, along with my reflections about...
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