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Review of Research: Neuroscience and Reading--A Review for Reading Education Researchers

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Title: Review of Research: Neuroscience and Reading--A Review for Reading Education Researchers
Language: English
Authors: Hruby, George G., Goswami, Usha
Source: Reading Research Quarterly. Apr-Jun 2011 46(2):156-172.
Availability: International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Peer Reviewed: Y
Physical Description: PDF
Page Count: 17
Publication Date: 2011
Document Type: Information Analyses
Journal Articles
Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Educational Research, Reading, Neurological Organization, Neuropsychology, Interdisciplinary Approach, Brain, Reading Instruction, Educational Researchers, Research Design, Literacy Education, Semantics, Syntax, Literacy, Comprehension, Emotional Response, Decoding (Reading)
DOI: 10.1598/RRQ.46.2.4
ISSN: 0034-0553
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. (Contains 1 note and 2 figures.)
Abstractor: As Provided
Number of References: 120
Entry Date: 2011
Accession Number: EJ920610
Database: ERIC
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  Data: Review of Research: Neuroscience and Reading--A Review for Reading Education Researchers
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  Data: International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
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  Data: 10.1598/RRQ.46.2.4
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  Data: 0034-0553
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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. (Contains 1 note and 2 figures.)
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        Value: 10.1598/RRQ.46.2.4
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        StartPage: 156
    Subjects:
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Neurological Organization
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      – SubjectFull: Neuropsychology
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Research Design
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      – SubjectFull: Literacy Education
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      – SubjectFull: Syntax
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      – SubjectFull: Comprehension
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      – SubjectFull: Emotional Response
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      – SubjectFull: Decoding (Reading)
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      – TitleFull: Review of Research: Neuroscience and Reading--A Review for Reading Education Researchers
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