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Reading and the Young Brain

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Book cover Early Childhood and Neuroscience - Links to Development and Learning

Part of the book series: Educating the Young Child ((EDYC,volume 7))

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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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Author information

Authors and Affiliations

  1. School of Teacher Education, San Diego State University, San Diego, CA, USA

    Nancy Frey Ph.D. & Douglas Fisher Ph.D.

Authors
  1. Nancy Frey Ph.D.
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  2. Douglas Fisher Ph.D.
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Correspondence to Nancy Frey Ph.D. .

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Editors and Affiliations

  1. , School of Education, Heidelberg University, E. Market Street 310, Tiffin, 44883, Ohio, USA

    Leslie Haley Wasserman

  2. , Dept. of Leadership and Innovation, Arizona State University, West Thunderbird Road 4701, Glendale, 85306, Arizona, USA

    Debby Zambo

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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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