[Reading-hall-of-fame] Re: new neurological perspectives

Sat Feb 20 15:27:39 GMT 2021

I was just going to ask the same favor.  I am especially intrigued by your
thinking that some of the basic science will need us eductor sorts to
figure out the implications for instruction.  It's a point I have been
grappling with myself.  Thanks in advance.  Marge

On Sat, Feb 20, 2021 at 10:16 AM David P. Reinking <David.Reinking at uga.edu>
wrote:

> Carol, Shirley, and David,
>
>
>
> Could you share full references for a few key sources that explain
> relevant new perspectives from neuroscience that enhance understanding of
> reading and how it might be taught.  Even better would be to attach a copy
> of an article or chapter, if that wouldn’t be too much trouble.  I suspect
> others would be interested and may also have suggestions.  It would be
> especially helpful to me and my co-authors as we revise and resubmit a ms
> that alludes to the extent to which neurological research informs literacy
> research and practice.
>
>
>
> Much appreciated, David R
>
>
>
> David Reinking
>
> Adjunct Professor of Education
>
> Dept. of Language and Literacy Education
>
> Mary Frances Early College of Education
>
> University of Georgia
>
> David.Reinking @uga.edu
>
> http://www.davidreinking.info
> <https://urldefense.proofpoint.com/v2/url?u=https-3A__na01.safelinks.protection.outlook.com_-3Furl-3Dhttp-253A-252F-252Fwww.davidreinking.info-252F-26data-3D01-257C01-257Clg40-2540txstate.edu-257Cd43f2d8241584a0ca81608d50aa7b5c9-257Cb19c134a14c94d4caf65c420f94c8cbb-257C0-26sdata-3Dji-252FNnlYJBKtAbG0lEfttgJUZxsi6BinXvN1OaPMm5Uc-253D-26reserved-3D0&d=DwMFAg&c=Ngd-ta5yRYsqeUsEDgxhcqsYYY1Xs5ogLxWPA_2Wlc4&r=gUnMZ3Xw_juA4Q4q8MsCC_IKO_x_v_mImmv8TQcuKAs&m=UedHPeoTlZDAK_Y35nsdvaZ1tvfVsAXM3l43vQNlACI&s=5qWqgpYErOqlfng1rqjL41TgwAGTYZ6oMB15g45RwUc&e=>
> /
>
> orcid.org/0000-0001-8040-6673
>
>
>
>
>
> *From: *<reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf
> of P Pearson <ppearson at berkeley.edu>
> *Date: *Friday, February 19, 2021 at 11:58 PM
> *To: *Carol D Lee <cdlee at northwestern.edu>
> *Cc: *Shirley B Heath <sbheath at stanford.edu>, reading hall of fame <
> Reading-hall-of-fame at lists.nottingham.ac.uk>
> *Subject: *[Reading-hall-of-fame] Re: Walter MacGinitie
>
>
>
> [EXTERNAL SENDER - PROCEED CAUTIOUSLY]
>
> Interesting perspective from Carol in response to Shirley’s concern that
> neuroscience is lined up on the context-free cognitive side of the ledger
> and will end up casting doubt on sociocultural and sociocognitive
> understandings of literacy and language.
>
>
>
> Because I have been working on a project (the NAEP Reading Assessment
> Framework) in which this very issue is prominent, I have been, through
> Carol, introduced to a completely different neuroscience perspective from
> the one that those of us in reading research see so prominently displayed
> in the so-called Science of Reading debate, which is focused on the
> neuroscience (read FMRI) research demonstrating that even (maybe
> especially) expert readers recode orthographic representations into a
> phonemic/phonological representation in the journey to a semantic
> representation of meaning.
>
>
>
> The neuroscience perspective that Carol has brought to my intention is
> well documented in the Science of Learning and Development literature that
> is carefully reviewed in several papers by Carol and others AND featured
> prominently in the 2018 How People Learn II volume. The fundamental move in
> these accounts is to demonstrate that context, culture, and situation
> actually shape the physical and neural processes that learners use in the
> search for coherent understandings of phenomena, including those inscribed
> in text.
>
>
>
> So rather than think of neuroscience as aligned with a narrower view of
> cognitive, language, and literacy development, we should think of
> neuroscience as reflecting the same tensions we encounter in developmental
> and pedagogical accounts of these three phenomena.
>
>
>
> That’s my 2 cents worth in support of Carol’s.  And endorsement would
> bring us up to a nickel.
>
>
>
> Pdp
>
> P David Pearson 510 543 6508 ppearson at berkeley.edu
>
>
>
> On Feb 19, 2021, at 6:41 PM, Carol D Lee <cdlee at northwestern.edu> wrote:
>
> Hi All,
>
> So I always find interesting these generational distinctions between who
> is old guard and not.  At 75 I like to push elderhood, except when I talk
> to Edmund Gordon, who will turn 100 in June,  for whom I’m still a
> youngin.   However, because I didn’t enter the academy until I was in my
> mid-forties, I guess I’m somewhere in that in between generational space.
>
>
>
> So thinking in response to Shirley’s comments --- I think emerging work in
> the neurosciences opens up interesting opportunities for more traditional
> language and literacy folks, just as the cognitive revolution and attention
> to the role of schema played a useful role in research around reading
> comprehension.  The uptake of that cognitive work was less so taken up by
> strict cognitive psychologists.  In the same vein, emerging findings from
> the neurosciences have deep implications for the practice of reading or the
> practice of teaching others to comprehend texts, it is not likely that they
> will be the folks to take up the implications of that work.  Dan Schwartz
> co-authored several articles a few years ago on the limitations of basic
> research in the neurosciences around brain functioning for the teaching of
> mathematics.
>
>
>
> I think the task of the emerging generation of language, literacy and
> culture researchers is to spread their wings to understand the basic
> research in relevant areas of the neurosciences, spread their wings to
> understand fundamental propositions in the field of human development, and
> then to test empirically the implications of foundational work in these
> areas.
>
>
>
> I have been deeply interested in the last decade in the implications of
> physiological processes we inherit from our evolution as a species for what
> it means on the ground to think about the design of robust learning
> environments – in my own area with regard to literacy.  I initially begin
> to explore these ideas in my 2010 AERA Presidential Address.  *That was
> the time when Dick Anderson and I were great dance partners at my
> presidential party !!!!*  Since that time I’ve spread my wings to
> co-author a handbook chapter with two folks in the neurosciences (Andy
> Meltzoff and Pat Kuhl).  Boundary crossing is challenging but really
> interesting.
>
>
>
> So Shirley I don’t think the neurosciences will take over our field.
> Rather I think they will make substantive contributions to our
> understanding of the sheer complexity of text comprehension, but we need to
> support and encourage upcoming generations to learn to cross intellectual
> borders.
>
>
>
> My 2 cents!
>
>
>
> Carol
>
>
>
> Carol D. Lee, Ph.D.
>
> Professor Emeritus
>
> School of Education and Social Policy
>
> Northwestern University
>
>
>
> Member, National Academy of Education
>
> Member, American Academy of Arts and Sciences
>
> Fellow, American Educational Research Association
>
> Fellow, National Conference on Language and Literacy
>
> President-Elect, National Academy of Education
>
> Member, Reading Hall of Fame
>
>
>
> *From: *<reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf
> of Shirley_Brice_Heath Heath <sbheath at stanford.edu>
> *Date: *Friday, February 19, 2021 at 4:34 PM
> *To: *Richard Anderson <csrrca at illinois.edu>, "Leu, Donald" <
> donald.leu at uconn.edu>
> *Cc: *reading hall of fame <Reading-hall-of-fame at lists.nottingham.ac.uk>
> *Subject: *[Reading-hall-of-fame] Re: Walter MacGinitie
>
>
>
> You are so right, for he was such a gentleman, ever ready to help younger
> scholars.  I first met him in that role after I began seeing my work
> interpreted as related to reading research.  He seemed puzzled by that, as
> was I in many ways, but he was so helpful to me and many other scholars.
>
>
>
> Yes, I see the "old guards" leaving us with greater frequency than we
> could have imagined.  What we do not know is what will replace what we now
> think of as the "old guard" along with their ideas.  I predict it will be
> neuroscience research with more and more revelations about how the brain
> works in both oral language and in written texts.  That work now appears in
> many different journals, so we will see further division within that field,
> all to our advantage in learning more about the many miracles of just how
> we learn by taking in information from very varied sources.
>
>
>
> Thanks to all willing to share memories about the full humanity of the
> "old guard."  What will happen now that much of the research on reading and
> related activities has gone to neuroscience will be increasing divisions
> within that field.  Keeping up will get harder and harder, for sure.  My
> fear is that those working within departments with titles such as
> "language, literacy, and culture" will begin to feel either left behind or
> pushed in new and exciting (though challenging) directions.  I wonder if
> others are seeing similar patterns within their departments and among their
> colleagues in the age bracket of 40s-60s.
>
>
>
> Best to all, and thanks for the memories!
>
>
>
> Shirley
>
>
>
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-- 
Marjorie Y. Lipson, Ph.D.
802.310.8268
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