Most behavioral interventions on reading disability (RD) have been developed in alphabetic languages and are phonologically-based. Chinese is a morpho-syllabic language in which each character represents a morpheme and a syllable. Therefore, phonologically-based interventions may not be most helpful in Chinese. In this study, we compared a…

This descriptive study aimed to investigate neuromyth prevalence among English language teachers. Data were collected through a digital questionnaire administered to 114 English teachers in Istanbul, Turkey, with the mediation of the Ministry of National Education (MoNE). Most participants were female secondary school teachers working at public…

Recent evidence suggests that cardiovascular fitness and gross motor skill performance are related to neurocognitive functioning by influencing brain structure and functioning. This study investigates the role of resting-state networks (RSNs) in the relation of cardiovascular fitness and gross motor skills with neurocognitive functioning in…

Objective: ADHD and autism are complex and frequently co-occurring neurodevelopmental conditions with shared etiological and pathophysiological elements. In this paper, we attempt to differentiate these conditions among the young people in terms of intrinsic patterns of brain connectivity revealed during resting state using machine learning…

The current study aimed to explore the effect of Brain-Based Learning on students' intrinsic motivation (IM) to learn and perform in mathematics. Owing to the educational implications of Neuroscience, the researchers planned the mixed-methods experimental study with a convergent parallel research design. The participants were eighth-graders…

Number sense is fundamental to the development of numerical problem-solving skills. In early childhood, children establish associations between non-symbolic (e.g., a set of dots) and symbolic (e.g., Arabic numerals) representations of quantity. The developmental estrangement theory proposes that the relationship between non-symbolic and symbolic…

What can be done to promote the academic success of learners? More than a question, it is a major challenge of our time. In this perspective, metacognition seems to be a way to empower learners to take ownership of their academic success. Considering the recommendations established in the literature, we co-constructed with teachers a metacognitive…

The developmental course of neural tuning to visual letter strings is unclear. Here we tested 39 children longitudinally, at the beginning of grade 1 (6.45 ± 0.33 years old) and 1 year after, with fast periodic visual stimulation in electroencephalography to assess the evolution of selective neural responses to letter strings and their…

Advances in mobile electroencephalography (EEG) technology have made it possible to examine covert cognitive processes in real-world settings such as student attention in the classroom. Here, we outline research using wired and wireless EEG technology to examine attention in elementary school children across increasingly naturalistic paradigms in…

Phonological awareness (PA) is an important predictor and outcome of reading. Yet, little is known about the reciprocal relation between PA and reading across development without consistent reading experience (e.g., as a result of limited access to quality education and late enrolment in school). We tested the hypothesis that variable reading…

Background: Concussion public policies have been developed to address the burden of concussions. The aim of the present study was to examine implementation compliance, barriers, and facilitators of Canada's first concussion public policy, Ontario's Policy/Program Memorandum 158: School Board Policies on Concussion (PPM158). Methods: An electronic…

Learning to read depends on the ability to extract precise details of letter combinations, which convey critical information that distinguishes tens of thousands of visual word forms. To support fluent reading skill, one crucial neural developmental process is one's brain sensitivity to statistical constraints inherent in combining letters into…

A long-standing question in developmental science is how the neurodevelopment of the brain influences cognitive functions. Here, we examined the developmental change of resting EEG power and its links to vocabulary acquisition in school-age children. We further explored what mechanisms may mediate the relation between brain rhythm maturation and…

Research Findings: The present study aimed to investigate whether the trial-to-trial intraindividual reaction time variability (IIV), which reflects prefrontal cortex activity related to attentional and cognitive control, mediated the longitudinal effects of earlier harsh discipline on children's later externalizing problems. The study involved…

Children's white matter development is driven by experience, yet it remains poorly understood how it is shaped by attending formal education. A small number of studies compared children before and after the start of formal schooling to understand this, yet they do not allow to separate maturational effects from schooling-related effects. A clever…