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Neuroscience and Reading: A Review for Reading Education Researchers.

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Title: Neuroscience and Reading: A Review for Reading Education Researchers.
Authors: Hruby, George G.1 george.hruby@uky.edu, Goswami, Usha2 cg10@cam.ac.uk
Source: Reading Research Quarterly (John Wiley & Sons, Inc.). Apr-Jun2011, Vol. 46 Issue 2, p156-172. 17p. 2 Black and White Photographs.
Subject Terms: *Literacy education, *Phonological decoding, *Reading, *Cognition, *Reading comprehension, Neurosciences
Abstract: In this review, we lay the groundwork for an interdisciplinary conversation between literacy education research and relevant neuroscience research. We review recent neuroscience research on correlates of proposed cognitive subprocesses in text decoding and reading comprehension and analyze some of the methodological and conceptual challenges of bridging neuroscience and literacy education research. We note that much more research on decoding processes in typically developing children is needed before profound implications for instruction can be expected. We also note that the diverse neural activity demonstrated in research on text comprehension contradicts our traditional categorical distinctions about the role of syntax, semantics, and discourse in meaning-making with language. We observe some of the debates within the neuroscience community regarding research design and statistical analysis and note two of the possibly competing theoretical frames for making sense of the brain and behavior. We conclude that contributions from neuroscience offer the possibility of interdisciplinary integration of brain, social, cognitive, and cultural perspectives in ways beneficial for reading education. [ABSTRACT FROM AUTHOR]
Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Neuroscience and Reading: A Review for Reading Education Researchers.
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  Data: <searchLink fieldCode="AR" term="%22Hruby%2C+George+G%2E%22">Hruby, George G.</searchLink><relatesTo>1</relatesTo><i> george.hruby@uky.edu</i><br /><searchLink fieldCode="AR" term="%22Goswami%2C+Usha%22">Goswami, Usha</searchLink><relatesTo>2</relatesTo><i> cg10@cam.ac.uk</i>
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  Data: <searchLink fieldCode="JN" term="%22Reading+Research+Quarterly+%28John+Wiley+%26+Sons%2C+Inc%2E%29%22">Reading Research Quarterly (John Wiley & Sons, Inc.)</searchLink>. Apr-Jun2011, Vol. 46 Issue 2, p156-172. 17p. 2 Black and White Photographs.
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  Data: *<searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+decoding%22">Phonological decoding</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Neurosciences%22">Neurosciences</searchLink>
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  Data: In this review, we lay the groundwork for an interdisciplinary conversation between literacy education research and relevant neuroscience research. We review recent neuroscience research on correlates of proposed cognitive subprocesses in text decoding and reading comprehension and analyze some of the methodological and conceptual challenges of bridging neuroscience and literacy education research. We note that much more research on decoding processes in typically developing children is needed before profound implications for instruction can be expected. We also note that the diverse neural activity demonstrated in research on text comprehension contradicts our traditional categorical distinctions about the role of syntax, semantics, and discourse in meaning-making with language. We observe some of the debates within the neuroscience community regarding research design and statistical analysis and note two of the possibly competing theoretical frames for making sense of the brain and behavior. We conclude that contributions from neuroscience offer the possibility of interdisciplinary integration of brain, social, cognitive, and cultural perspectives in ways beneficial for reading education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Reading
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      – SubjectFull: Reading comprehension
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              Text: Apr-Jun2011
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