Brain Literacy for Educators and Psychologists
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Table of contents
- Contentsvii
- Forewordxvii
- Acknowledgmentsxix
- PART I: WHAT EDUCATORS NEED TO KNOW ABOUT THE BRAIN1
- Chapter 1. Introduction and Conceptual Foundations3
- Brain Literacy for Educators3
- Linking Brain and Literacy Research6
- Systems Approach to Brain and Literacy Instruction7
- Nature-Nurture Interactions9
- Biological Constraints on Academic Learning11
- Educational Constraints on Literacy Learning12
- Techniques for Studying the Brain and Brain-Behavior Relationships in Learning13
- Life Long Learning15
- Making Connections17
- Chapter 2. General Principles of Microstructure and Microfunction19
- Historical Background19
- Microstructure of Brain Architecture21
- Microfunction of the Brain26
- Mental Computations Underlying Mental Processes29
- Recommendations for Further Reading30
- Making Connections31
- Chapter 3. General Principles of Macrostructure and Macrofunction33
- Historical Background33
- Macrostructure34
- Macrofunction51
- Comparison of Technologies for Brain Analysis at the Macrolevel63
- Recommended Reading74
- Making Connections74
- Chapter 4. General Principles of Brain Development77
- Fertilization and Neurulation78
- Six Neural Processes78
- Neuromaturation83
- Emergent Normal Variation84
- Nature-Nurture Processing Mechanisms84
- Other Developmental Issues87
- Development of Functional Systems93
- Neurological Constraints96
- Genetic Constraints103
- Recommended Readings104
- Making Connections105
- PART II: LINKING BRAIN RESEARCH TO LITERACY RESEARCH107
- Chapter 5. Building a Reading Brain Neurologically109
- Creating a Reading System from Other Brain Systems111
- Coordinating Component Functions in Functional Systems133
- In Vivo Functional Imaging Studies of Reading133
- Recommendations for Further Reading163
- Making Connections164
- Chapter 6. Building a Writing Brain Neurologically167
- Dispelling Myths about Writing168
- Developmental Trajectory175
- In Vivo Functional Imaging Studies of Writing178
- Building a Writing Brain185
- Developmental Reorganization of the Writing Brain187
- Recommendations for Further Reading191
- Making Connections192
- Chapter 7. Building a Computing Brain Neurologically193
- Development of Quantitative Thinking196
- In Vivo Functional Imaging Studies of Math201
- Building a Computing Brain204
- Developmental Reorganization of Computing Brain208
- Recommended Reading209
- Making Connections210
- PART III: LINKING LITERACY RESEARCH TO BRAIN RESEARCH213
- Chapter 8. Building a Reading Brain Pedagogically215
- Pedagogy for Creating a Novice Reading Brain219
- Pedagogy for Creating a Developing Reading Brain233
- Implementing Research-Supported Instructional Design Principles240
- From Debates to Wars to Collaborative Problem Solving241
- Recommended Reading244
- Making Connections245
- Chapter 9. Building a Writing Brain Pedagogically247
- Pedagogy for Creating a Novice Writing Brain251
- Pedagogy for Creating a Developing Writing Brain256
- Implementation of Research-Supported Instructional Design Principles263
- Future Directions268
- Recommendations for Further Reading269
- Making Connections270
- Chapter 10. Building a Computing Brain Pedagogically273
- Pedagogy for Creating a Novice Computing Brain278
- Pedagogy for Creating a Developing Computing Brain284
- Implementing Research-Supported Instructional Design Principles288
- Recommendations for Further Reading292
- Making Connections293
- PART IV: EDUCATIONAL APPLICATIONS OF BRAIN-LITERACY LINKS295
- Chapter 11. Implications for Educational Policy297
- School Entrance Age299
- Grade Repetition300
- Early Identification and Intervention302
- Progress Monitoring302
- Educational Diagnosis303
- Teacher Education303
- Dealing with Biocultural Diversity305
- The Educational Pendulum and Educating the Public306
- Impact of an In Vivo Teacher Researcher: From Her Own307
- Recommendations for Further Reading310
- Making Connections310
- Chapter 12. Implications for Classroom Practice313
- Teachers Implementing Scientifically Supported Teaching Practices314
- Defining Brain-based Education315
- Brain-based Instructional Design Procedures319
- Brain-based Educational Assessment and Intervention322
- True Accountability322
- Recommendations for Further Reading325
- Making Connections326
- Glossary329
- References335
- Index369
Although educators are expected to bring about functional changes in the brain--the organ of human learning--they are given no formal training in the structure, function or development of the brain in formal or atypically developing children as part of their education. This book is organized around three conceptual themes: First, the interplay between nature (genetics) and nurture (experience and environment) is emphasized. Second, the functional systems of the brain are explained in terms of how they lead to reading, writing and mathematics and the design of instruction. Thirdly, research is presented, not as a finished product, but as a step forward within the field of educational neuropsychology. The book differs from neuropsychology and neuroscience books in that it is aimed at practitioners, focuses on high incidence neuropsychological conditions seen in the classroom, and is the only book that integrates both brain research with the practice of effective literacy, and mathematics instruction of the general and special education school-aged populations.