Co-Planar Stereotaxic Atlas of the Human Brain—3-Dimensional Proportional System: An Approach to Cerebral Imaging, J. Talairach, P. Tournoux. Georg Thieme Verlag, New York (1988), 122 pp., 130 figs. DM 268

A framework for conceptualizing the development of individual differences in reading ability is presented that synthesizes a great deal of the research literature. The framework places special emph...

Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.

The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia across orthographies. Differences in lexical representations and reading across languages leave developmental “footprints” in the adult lexicon. The lexical organization and processing strategies that are characteristic of skilled reading in different orthographies are affected by different developmental constraints in different writing systems. The authors develop a novel theoretical framework to explain these cross-language data, which they label a psycholinguistic grain size theory of reading and its development.

Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.

Emergent literacy consists of the skills, knowledge, and attitudes that are developmental precursors to reading and writing. This article offers a preliminary typology of children's emergent literacy skills, a review of the evidence that relates emergent literacy to reading, and a review of the evidence for linkage between children's emergent literacy environments and the development of emergent literacy skills. We propose that emergent literacy consists of at least two distinct domains: inside-out skills (e.g., phonological awareness, letter knowledge) and outside-in skills (e.g., language, conceptual knowledge). These different domains are not the product of the same experiences and appear to be influential at different points in time during reading acquisition. Whereas outside-in skills are associated with those aspects of children's literacy environments typically measured, little is known about the origins of inside-out skills. Evidence from interventions to enhance emergent literacy suggests that relatively intensive and multifaceted interventions are needed to improve reading achievement maximally. A number of successful preschool interventions for outside-in skills exist, and computer-based tasks designed to teach children inside-out skills seem promising. Future research directions include more sophisticated multidimensional examination of emergent literacy skills and environments, better integration with reading research, and longer-term evaluation of preschool interventions. Policy implications for emergent literacy intervention and reading education are discussed.

Child development and emergent literacy

Phonological recoding and self-teaching: sine qua non of reading acquisition.

Phonological Awareness and Reading. How Children Read Words. Spelling and Phonological Awareness. How Children Read and Write New Words. Comparisons with Backward Readers and Spellers. Correlations and Longitudinal Predictions. Teaching Children About Sound. Do Children Read and Fail to Learn to Read in Different Ways from Each Other. Theories About Learning to Read.

Phonological Skills And Learning To Read

https://www.utdallas.edu/~otoole/HCS6330_F12/10_dyslexia.pdf

A temporal sampling framework for developmental dyslexia.

Cognitive neuroscience is making rapid strides in areas highly relevant to education. However, there is a gulf between current science and direct classroom applications. Most scientists would argue that filling the gulf is premature. Nevertheless, at present, teachers are at the receiving end of numerous 'brain-based learning' packages. Some of these contain alarming amounts of misinformation, yet such packages are being used in many schools. What, if anything, can neuroscientists do to help good neuroscience into education?

/pdf/neuroscience-and-education-from-research-to-practice-3tck3chla6.pdf

Neuroscience and education: from research to practice?

Countries must learn how to capitalize on their citizens' cognitive resources if they are to prosper, both economically and socially. Early interventions will be key.

/pdf/the-mental-wealth-of-nations-b5e819q4jm.pdf

Usha Goswami

Papers

Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.

Phonological Skills And Learning To Read

A temporal sampling framework for developmental dyslexia.

Neuroscience and education: from research to practice?

The mental wealth of nations