1 |
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
|
|
|
|
In: J Mem Lang (2020)
|
|
BASE
|
|
Show details
|
|
2 |
Differential Activation of the Visual Word Form Area During Auditory Phoneme Perception in Youth with Dyslexia
|
|
|
|
In: Neuropsychologia (2020)
|
|
BASE
|
|
Show details
|
|
3 |
Heteromodal Cortical Areas Encode Sensory-Motor Features of Word Meaning
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Predicting brain activation patterns associated with individual lexical concepts based on five sensory-motor attributes
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Impact of dialect use on a basic component of learning to read
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Glutamate and choline levels predict individual differences in reading ability in emergent readers.
|
|
|
|
In: The Journal of neuroscience : the official journal of the Society for Neuroscience, vol 34, iss 11 (2014)
|
|
BASE
|
|
Show details
|
|
9 |
Dialect Awareness and Lexical Comprehension of Mainstream American English in African American English-Speaking Children
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Distributional structure in language: Contributions to noun–verb difficulty differences in infant word recognition
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Anatomy is strategy: Skilled reading differences associated with structural connectivity differences in the reading network
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Glutamate and Choline Levels Predict Individual Differences in Reading Ability in Emergent Readers
|
|
|
|
BASE
|
|
Show details
|
|
15 |
The Role of Left Occipitotemporal Cortex in Reading: Reconciling Stimulus, Task, and Lexicality Effects
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Toddlers Activate Lexical Semantic Knowledge in the Absence of Visual Referents: Evidence from Auditory Priming
|
|
|
|
BASE
|
|
Show details
|
|
17 |
The Science of Reading and Its Educational Implications
|
|
|
|
Abstract:
Research in cognitive science and neuroscience has made enormous progress toward understanding skilled reading, the acquisition of reading skill, the brain bases of reading, the causes of developmental reading impairments and how such impairments can be treated. My question is: if the science is so good, why do so many people read so poorly? I mainly focus on the United States, which fares poorly on cross-national comparisons of literacy, with about 25-30% of the population exhibiting literacy skills that are low by standard metrics. I consider three possible contributing factors, all of which turn on issues concerning the relationships between written and spoken language. They are: the fact that English has a deep alphabetic orthography; how reading is taught; and the impact of linguistic variability as manifested in the Black-White “achievement gap”. I conclude that there are opportunities to increase literacy levels by making better use of what we have learned about reading and language, but also institutional obstacles and understudied issues for which more evidence is badly needed.
|
|
Keyword:
Article
|
|
URL: https://doi.org/10.1080/15475441.2013.812017 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4020782 http://www.ncbi.nlm.nih.gov/pubmed/24839408
|
|
BASE
|
|
Hide details
|
|
|
|