Article

Advances in Neuroscience and Reading Disabilities

Elaine Clark and Janiece L. Pompa

in The Oxford Handbook of School Psychology

Published in print February 2011 | ISBN: 9780195369809
Published online November 2012 | | DOI: http://dx.doi.org/10.1093/oxfordhb/9780195369809.013.0077

Series: Oxford Library of Psychology

 Advances in Neuroscience and Reading Disabilities

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Current neuroscience research suggests that with appropriate interventions of sufficient duration and frequency, struggling readers can access quicker, more efficient neurologic pathways for reading. Some research has indicated, however, that effective remediation may require 90 minutes of daily direct instruction in reading, for one to three years, before permanent structural changes in the brain are seen. In this chapter, the application of neuroscience research to reading interventions is discussed. Components of effective remedial reading interventions are reviewed, with examples given of research-supported Tier 3 and Tier 4 instructional programs. The authors raise questions, however, about the sufficiency of RTI methods alone to identify students with specific learning disabilities, and design interventions that can effectively meet their educational needs.

Keywords: neuroscience and reading disabilities; neuroscience and dyslexia; reading remediation; reading disabilities; neural plasticity and reading; RTI and reading disability; reading interventions; learning disabilities

Article.  11575 words. 

Subjects: Psychology ; Educational Psychology

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