Toward neuro-logical reading instruction

Educational Leadership

Volumn 64, Issue 6, 2007, Pages 80-82

  Willis, Judy ^a  

^a Santa Barbara Middle School   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33947686754     PISSN: 00131784     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Note

References (8)

1. Coles, G. (2004). Danger in the classroom: "Brain glitch" research and learning to read. Phi Delta Kappan, 85(5), 344-351.
2. Eden, G. F., Jones, K. M., Cappell, K., Gareau, L., Wood, F. B., Zeffiro, T. A., et al. (2004). Neural changes following remediation in adult developmental dyslexia, Neuron, 44(3), 411-422.
3. National Institute for Literacy, (n.d.). Put reading first: Helping your child learn to read. A parents' guide. Washington, DC: Author. Available: www.nifl.gov /partnershipforreading/publications /reading_first2.html
4. Perlstein, W. M., Elbert T., & Stenger, V. A. (2002). Dissociation in human prefrontal cortex of affective influences on working memory-related activity. Proceedings of the National Academy of Sciences, 99, 1736-1741.
5. Shaywitz, S. E., Shaywitz, B. A., Pugh, K. R., Fulbright, R. K., Constable, R. T., Mencl, W. E., et al. (1998). Functional disruption in the organization of the brain for reading in dyslexia. Proceedings of the National Academy of Sciences, 95, 2636-2641.
6. Torgesen, J. K., Alexander, A., Wagner, R., Rashotte, C., Voeller, K. & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.
7. Turkeltaub, P. E., Gareau, L., Flowers, D. L., Zeffiro, T. A., Eden, G. F. (2003). Development of neural mechanisms for reading. Nature Neuroscience, 6(7), 767-773.
8. Wang, J. H., Rao, H., Wetmore, G. S., Furlan, P. M., Korczykowski, M., Dinges, D. F., et al. (2005). Perfusion functional MRI reveals cerebral blood flow pattern under psychological stress. Proceedings of the National Academy of Sciences, 102, 17804-17809.