ERIC Number: ED328898
Record Type: Non-Journal
Publication Date: 1989
Reference Count: N/A
The Importance of Neurological and Cognitive Research for Reading Instruction.
New views of intelligence and cognitive learning styles highlight ways to increase educational effectiveness by improving instructional methods. Research shows that both hemispheres of the brain play a role in learning, but evidence indicates that one hemisphere may be more aroused than the other in the case of a particular child. Individuals with a leftward preference tend to perform better on face recognition tasks, while those with a rightward bias perform better on phonetic analysis. Instructional strategies should integrate processes performed by each hemisphere. Some researchers view the mind as triune, encompassing a primal mind, an emotional mind, and a rational mind. Because interesting and exciting instruction appeals to students, establishing an emotionally supportive environment helps facilitate learning. Research shows that the structures and abilities of the cerebral cortex are changed by enriching the environment. New neural connections are developed through: (1) positive social interactions; (2) new challenges; and (3) a healthy cardiovascular and pulmonary system. Furthermore, new research suggests that intelligence can be improved even despite multiple handicaps. Students have identifiable reading styles, so different instructional approaches may be appropriate for different children. Such diversity must be considered when reading programs are developed and implemented. (Fifty-eight notes are included; two addenda--on whole language and on technology and reading--are attached.) (SG)
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC. Programs for the Improvement of Practice.
Authoring Institution: N/A