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

[Camille Blachowicz]

Ditto

From: <reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf of "David P. Reinking" <David.Reinking at uga.edu>
Date: Saturday, February 20, 2021 at 9:17 AM
To: reading hall of fame <reading-hall-of-fame at lists.nottingham.ac.uk>
Subject: [Reading-hall-of-fame] Re: new neurological perspectives

This email came from an external source.

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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