Brain Science Helps Explain Some Struggling Readers

There are multiple reasons why people, young and old, are struggling readers.  I'm sure you can name some of these people.  I do have some issue with the word "struggling" which to me infers that there is a "battle" or at least a  serious, unsuccessful attempt to improve.  Many adult dyslectics have discovered other means to learn and communicate and yet have successful lives.  Think of the late Steve Jobs, as one example.
However, in education we have teachers and instructional leaders who can help struggling readers while they are still young.  As you read the following article you'll understand more about our brains work in the reading process.  Brain science helps educators not only to understand but to help retrain brains so that students who struggle can become successful readers.




Inside the brain of a struggling reader.  Martha Burns. 02.2015 issue.  DA District Administration.
http://www.districtadministration.com/article/inside-brain-struggling-reader

Key Interventions Teach the Brain to Learn

Young children are not wired at birth with important neuro functional systems.  But with the right kind of interventions done at young age we can change a child's educational future.  It is also true that interventions for high school students can also help them learn better.  The adolescent brain goes through enormous change and because of the brain's plasticity, changes can occur to encourage the health of the brain.  Much is being studied at the present time, but we do know that physical and cognitive exercises are good for the health of our brains, no matter the age.
Interesting article.

Teaching the Brain to Learn.  Greg Thompson.  6.2.14.  theJournal - Transforming Education Through Technology
http://thejournal.com/articles/2014/06/02/teaching-the-brain-to-learn.aspx

Tweens' Brains - What's Important?

How well do you know middle schoolers?  How do their minds work?  If you have a middle child as a son or daughter, you probably know more than anyone what's forefront in their minds.  Take a step back & think -- themselves --  of course!  Author, Heather Wolpert-Gawron has written a book, Tween Crayons and Curfews:  Tips for Middle School Teachers. This article is an edited exerpt from her book.  It is a help for us teachers in understanding how we can understand them, reach them and plan our lessons accordingly.  This article, however, is the first of three articles on this subject.  I'll post them on this blog when I see them. 

Brains, Brains, Brains!  How the Mind of a Middle Schooler Works.  Heather Wolpert-Gawron. 10.24.13.  Edutopia.
http://www.edutopia.org/blog/how-middle-schooler-mind-works-brains-part-one-heather-wolpert-gawron

Video Games Studied to Be Learning & AssessmentTools

Not quite what you might expect but the Bill & Melinda Gates Foundation is funding serious brain research to discover how video games can help in complex learning and develop noncognitive skills  such as empathy.  Many questions to ask.  Interesting research.  Check out the embedded links.

Researchers See Video Games as Testing, Learning Tools. 8.6.13 Benjamin Herold, Madison, WI. Education Week.  Premium Article.
http://www.edweek.org/ew/articles/2013/08/07/37games_ep.h32.html?tkn=MWCC3%2BYcMpDSmhcr9dlFNkU2TO%2BJFueC%2F0rf&cmp=clp-sb-ascd

Auditory or Visual Learners --Really??

Neuroscience debunks earlier research, such as auditory or visual learners.  Learning is not "hard wired."  Our brains are flexible and respond to experience.  Learn about the amazing plasticity of the brain, a surprise to most people.  
Now all of us educators need to rethink what we were taught in earlier years and appreciate how our brains work and adapt to many stimuli in the learning process.  This was really a WOW article for me.  Was it a surprise to you too?  What observations have you noticed with your students interacting with visual and auditory stimuli?  Any changes?

Scientists Find Learning Is Not "Hard-Wired." Sarah Sparks. 6.6.12  Education Week
http://www.edweek.org/ew/articles/2012/06/06/33neuroscience_ep.h31.html?tkn=QNRFWHFnfNJEU81XwItHBMm17cK9HnxkXx9I&cmp=ENL-EU-NEWS1