Wiring the Brain for Reading: Brain-Based Strategies for Teaching Literacy
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Using the latest neuroscience research to enhance literacy instruction
Wiring the Brain for Reading introduces teachers to aspects of the brain's functions that are essential to language and reading development. Marilee Sprenger, a specialist in learning and the brain, provides practical, brain friendly, strategies for teaching essential skills like phonemic awareness, phonics, fluency, vocabulary, and comprehension. The author's innovative approach aligns well with the Common Core State Standards for English Language Arts and is designed to enhance students' motivation and excitement in reading.
- Offers a clear explanation of brain functioning in order to enhance language and reading instruction
- Incorporates proven literacy strategies, games, and activities as well as classroom examples
- Aligns with Common Core State Standards for learning to read, developing fluency, and interpreting complex texts
Wiring the Brain for Reading offers practical strategies for applying the latest research in neuroscience and learning to the classroom.
were trained, the electrodes showed activity during different phases of the learning. All of these were recorded. This learning would include activity when the rat could not find the cheese as well as the activity that was created on finding the prize. When the rats slept, they were monitored, and researchers could see identical patterns of activity during various sleep stages as they recorded during the learning experience. When the rats awoke, they were better at finding the cheese since their
who knew their sounds and letters but a frustration for those who did not. The children often offered words that had similar meanings but not the same sounds. And some would shout out a word that started with the same sound but did not rhyme with the word. From teaching kindergarten, I jumped to a seventh-grade position. To kill some time at the end of one class period in my language arts class, I decided to play the game. Seventh graders are not very different from kindergartners when it comes
use with your students is entirely up to you and may depend on the content you are teaching. Echo Reading Sometimes students need to hear a text read and then mirror that reading for greater fluency. Students imitate the fluency and the intonation they hear from the teacher. This is done in small segments and continues until the end of the text. Young readers gain oral reading practice leading to the fluency discussed in chapter 6. Jigsaw This strategy, often used to cover material in
out. On the first day, read some text with the students and identify the text structure and key words. On the next day, provide the students with text with the same structure and have them identify the key words and that structure for themselves. You may differentiate instruction by giving some students text in which key words are highlighted. Then they can match the words to the text structure. Keep reminding and modeling to students the fact that structures are a tool in finding meaning.
comes to language and reading, it is necessary to take another look at the two hemispheres. Some researchers suggest that the female brain is more left-hemisphere-oriented during the first few years, and that is why baby girls are more verbal. They also suggest that the male brain has more activity in the right hemisphere, which may account for little boys being more spatially oriented and less verbal than girls (Gurian, Henley, & Trueman, 2001). The hemispheres work together, but in early