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ERIC Number: EJ891188
Record Type: Journal
Publication Date: 2010-Aug
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1082-3301
Reading and the Brain: What Early Childhood Educators Need to Know
Frey, Nancy; Fisher, Douglas
Early Childhood Education Journal, v38 n2 p103-110 Aug 2010
This manuscript focuses on neuroscience research that may have applicability for early childhood educators. Beginning with cautions about the usefulness of neurosciences, we offer reviews of several ideas that can inform the practice of early childhood educators. We begin with the understanding that reading is not innate, meaning that every brain must be taught to read. We continue with the idea that language learning physically changes the brain to remind early childhood educators that their instruction can be powerful. We note the research focused on repetition that leads to automaticity, a key finding from reading research that results in skilled readers. We also discuss the importance that visuals play in learning and then note that children are hardwired to imitate others, which is why teacher modeling is so important. We conclude the article with future research needs and implications for educators.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A