Abstract
Neuroscience has provided fascinating glimpses into the brain's development and function. Despite remarkable progress, brain research has not yet been successfully brought to bear in many fields of educational psychology. In this article, work on literacy serves as a test case for an examination of potential future bridges linking mind, brain, and educational psychology. This article proposes a model for integrating research in the cognitive neurosciences with educational psychology and reviews how neuroscience is providing new data relevant to 3 major controversies in the field of dyslexia. This article also discusses the relevance of these findings for psychoeducational assessment and instruction and suggests innovative venues for interdisciplinary research.
| Original language | English |
|---|---|
| Pages (from-to) | 53-74 |
| Number of pages | 22 |
| Journal | Educational Psychologist |
| Volume | 41 |
| Issue number | 1 |
| DOIs | |
| State | Published - Dec 2006 |
| Externally published | Yes |
ASJC Scopus subject areas
- Developmental and Educational Psychology