Purpose: We examined the neurocognitive bases of lexical morphology in children of varied reading abilities to understand the role of meaning-based skills in learning to read with dyslexia. Method: Children completed auditory morphological and phonological awareness tasks during functional near-infrared spectroscopy neuroimaging. We first examined…

Although most students with specific learning disabilities (SLD) receive instruction in the general education setting (U.S. Department of Education, 2018), their academic outcomes have been found to be poor. Two evidenced-based practices that improve outcomes for students with SLD are explicit instruction and cognitive and metacognitive strategy…

In transparent alphabetic languages, the expected standard for complete acquisition of letter-speech sound associations is within one year of reading instruction. The neural mechanisms underlying the acquisition of letter-speech sound associations have, however, hardly been investigated. The present article describes an ERP study with beginner and…

Reading difficulties and disabilities present serious and potentially lifelong challenges. Children who do not read well are more likely to be retained a grade in school, drop out of high school, become a teen parent, or enter the juvenile justice system. Building on the extant research and seminal studies, including the National Reading Panel and…

Discusses the principles of art and provides activities that correlate art and reading and promote cognitive and affective development. (HTH)

Contends that Jean Piaget's theories may be helpful in three areas of reading instruction: (1) when reading instruction should begin and how it should proceed, (2) the effect of the mature reader's cognitive development on comprehension, and (3) how the theories can help to refine reading theory. (FL)

Uses the works of J. Piaget and N. Chomsky to develop a holistic theory of reading. (FL)

The possible cognitive consequences of learning to read are explored. The conditions of learning, it is argued, combine with the degree of technical mastery to affect thinking powers and conceptions of language, learning, and authority. (Author/MT)

Presents a picture of future reading instruction conducted instantly through "brain language" and special devices. (FL)

Analyzes the interrelationship of concepts, cognitive patterns, and linguistic patterns with the several operations of the reading act as these relate to the environmental background of the students and challenges researchers and teachers to consider reading as an interrelated rather than as a segmented skill process. Bibliography. (MD)

Examines the prevailing theories of reading comprehension: the psycholinguistic model, schema theory, and the skills model. Discusses their implications for instruction. (FL)

Drawing from research on reading, this paper suggests various methods of stimulating cognition in beginning readers. Defining cognition as the process by which a person gains knowledge, or understands or comprehends, discussion in the paper centers on the following topics: (1) perceptive and cognitive skills; (2) prior experience; (3) knowledge of…

Over the years, teacher questions have consistently aimed at literal comprehension, indicating that teachers lack understanding of the reading-thinking-questioning hierarchy. Benjamin Bloom's "Cognitive Taxonomy" can serve as a hierarchical framework for the design of questions. Within this framework, a teacher can confront decision…

Discusses the relationship of cognitive development or thinking skills to language development and beginning reading. (MKM)

Argues that strategies for overcoming reading comprehension problems should contain the elements of cognitive and metacognitive training. Advocates a reading/learning/study strategy which involves systematic and deliberate instruction stressing increased comprehension by demonstration and guided practice followed by independent application of the…