[Reading-hall-of-fame] Has brain science changed how you teach about readi

[Yetta Goodman]

But the brain is involved in deciding what to learn at the same time.  
It rejects boredom, new information that is not comprehensible and 
aversive knowledge and senses.


Yetta



Jay Samuels wrote:
>
> My comment is sort of a piggy back on David's statement below. There 
> is a book out with a clever title "Teaching the Brain to Read"  If you 
> think about it, when teachers engage in literacy instruction, what 
> else are they doing other than teaching the brain to read.  
> Incidentally, several programs have come my way in which the company 
> selling the program claims that  it has some unique approach that 
> accelerates the growth of neurons. Upon inspection of the program, I 
> find the company is selling good reading instruction but there is 
> nothing unique about it such that it has an unusual property that will 
> accelerate brain development. Jay samuels
>
>  
>
> *From:* reading-hall-of-fame-bounces at lists.nottingham.ac.uk 
> [mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk] *On 
> Behalf Of *David Olson
> *Sent:* Monday, December 14, 2009 4:06 PM
> *To:* richardallington at aol.com
> *Cc:* reading-hall-of-fame at nottingham.ac.uk
> *Subject:* Re: [Reading-hall-of-fame] Has brain science changed how 
> you teach about readi
>
>  
>
> Brain growth.
>
> Like most brain research, the M. Just study on remediation in reading 
> tells us more about the brain than about reading.  I take it that we 
> already knew that 6 months of intensive remediation would improve 
> reading competence significantly, and I take it that we knew that 
> learning resulted in brain growth/change-what else could it be?.  It 
> is a impressive that the site of the growth could be detected, but 
> that tells us little about reading that we did not already know.  
>
> David
>
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