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ERIC Number: EJ920610
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 120
ISBN: N/A
ISSN: ISSN-0034-0553
Review of Research: Neuroscience and Reading--A Review for Reading Education Researchers
Hruby, George G.; Goswami, Usha
Reading Research Quarterly, v46 n2 p156-172 Apr-Jun 2011
In this review, we lay the groundwork for an interdisciplinary conversation between literacy education research and relevant neuroscience research. We review recent neuroscience research on correlates of proposed cognitive subprocesses in text decoding and reading comprehension and analyze some of the methodological and conceptual challenges of bridging neuroscience and literacy education research. We note that much more research on decoding processes in typically developing children is needed before profound implications for instruction can be expected. We also note that the diverse neural activity demonstrated in research on text comprehension contradicts our traditional categorical distinctions about the role of syntax, semantics, and discourse in meaning-making with language. We observe some of the debates within the neuroscience community regarding research design and statistical analysis and note two of the possibly competing theoretical frames for making sense of the brain and behavior. We conclude that contributions from neuroscience offer the possibility of interdisciplinary integration of brain, social, cognitive, and cultural perspectives in ways beneficial for reading education. (Contains 1 note and 2 figures.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A