Abstract
The education field is awash in findings about brain development and its implications for the classroom. In addition to dozens of new books, there are national conferences dedicated to helping teachers understand the so-called brain-based education. We are both fascinated by, and skeptical of, the evidence collected thus far concerning the significance of brain research for teaching reading. In this chapter, we review current findings in neuroscience that have the potential for informing educators. We also present educational research that complements, or contradicts, the findings from neurosciences.
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Frey, N., Fisher, D. (2013). Reading and the Young Brain. In: Wasserman, L., Zambo, D. (eds) Early Childhood and Neuroscience - Links to Development and Learning. Educating the Young Child, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6671-6_4
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DOI: https://doi.org/10.1007/978-94-007-6671-6_4
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