Reading and the Young Brain

  • Nancy FreyEmail author
  • Douglas Fisher
Part of the Educating the Young Child book series (EDYC, volume 7)


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.


Early Childhood Education Mirror Neuron Reading Instruction Confirmation Bias Mirror Neuron System 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.School of Teacher EducationSan Diego State UniversitySan DiegoUSA

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