Foundationally Approaching Educational Neuroscience of Reading: A Case in Point

• In Event: AERA Poster Session 2
  In Poster Session: Educational Implications of Brain Research (San Diego)

Abstract

Given the insistence on the science of learning and cognitive neuroscience, it is imminent upon education scholars to facilitate a dialogue among reading theory, policy, and brain research. The most sophisticated and impressive attempts to bridge neuroscience and education have been in relation to reading processes. However, there is a need to incorporate the voice of reading researchers engaged with the instructional aspect of this interdisciplinary confluence. The scholars and educators with an interest in teaching reading would benefit from a thoughtful and thorough understanding of not only these various processes but also knowledge about how these processes work together. Hence, reviewing the neuroanatomy of literacy processes is paramount

Authors

• Ayan Mitra, University of Connecticut - Storrs

• Lucy K Spence, University of South Carolina - Columbia