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Stanford Professor Bruce McCandliss found that beginning readers who focus on letter-sound relationships, or phonics, increase activity in the area of their brains best wired for reading. Beginning readers who focus university letter-sound relationships, or phonics, instead of trying to learn whole words, increase activity in the area of their brains best wired for reading, according to new Stanford research investigating how the brain responds to different types of reading instruction. A study, co-authored by Professor Bruce McCandliss, provides some of the first evidence that a specific teaching strategy for university has direct neural impact. The studyco-authored by Stanford Professor Bruce McCandliss of the Graduate School of Education and the Stanford Neuroscience Institute, provides some of the first strategy that a specific teaching strategy for reading has direct neural impact. The research could eventually lead to better-designed interventions to help struggling readers. Theories on reading development have long supported the importance of a phonics foundation, especially for early learners and struggling readers, yet investigating the way in which brain mechanisms are influenced by the choices a teacher makes is a fairly recent endeavor, according to McCandliss. As the field of educational neuroscience grows, however, both brain researchers and educational researchers can improve their understanding of how instructional strategies can best be harnessed to support the university changes that underlie the development of learning, he added. In the study, released this month in the journal Brain and Languagethe researchers devised a new written language and contrasted whether words were taught using a letter-to-sound instruction method or a whole-word association method. After learning multiple words under both approaches, the newly learned words were presented in a reading test while brainwaves were monitored. Remarkably, the researchers said, these very rapid brain responses to the newly learned words were influenced by how they were learned. Words learned through the letter-sound instruction elicited neural activity biased toward the left side of the brain, which encompasses visual and language regions. In contrast, words learned via whole-word association showed activity biased toward right hemisphere processing. McCandliss noted that this strong left hemisphere engagement during early word recognition is a hallmark of skilled readers, and is characteristically lacking in children and adults who are struggling with reading. Within a split second, the process of deciphering a new word triggered the left hemisphere processes. By comparison, when the same participants memorized whole-word associations, the study found that they learned stanford to recognize those particular words on the reading test, but the underlying brain circuitry differed, eliciting electrophysiological responses that were biased toward right hemisphere processes. While many teachers are now using phonics to teach reading, some may be doing it more effectively than others, McCandliss said. The new stanford language was based on line features that formed symbols representing different letters of a new alphabet. Research symbols strategy joined to represent a distinct visual word. Each participant was trained to read two sets of three-letter words under identical conditions that provided practice viewing words and listening to corresponding spoken words. The only difference between the two training conditions was a set of instructions at the beginning that encouraged the readers to approach learning the words in research of two ways. One instruction asked learners to approach the task of learning each word by picking out each of the three-letter symbols and matching each to the corresponding sound in the spoken word. The other focused on teaching the association between whole printed and spoken words. After training was completed, participants were hooked up to an electroencephalograph, or EEG, that monitored brain waves while they took a reading test on word-figures they had already learned. Following the letter-sound style of training, participants were also tested on their ability to read new words composed of the same letters. He said the results underscore the idea that the way a learner focuses their attention during learning has a profound impact on what is learned. It also highlights the importance of skilled teachers in helping children focus their attention on precisely the most useful information. Bruce McCandliss, Stanford Graduate School of Education: The Stanford Open Policing Project obtained data on millions of state patrol stops and found evidence that minorities are held to a double standard. The data are being shared with researchers, journalists and the public. Each year, Stanford begins its Commencement ceremony with a fun, nontraditional procession into stanford stadium known as Wacky Walk. Videographer Kurt Hickman captured some of the highlights. The Class of was strategy by the university community, family and friends during Baccalaureate and Commencement ceremonies that featured both fun times and serious messages. Stanford News is a publication of Stanford University Communications. StanfordCalifornia Menu Search form Search term. Home Find Stories For Journalists Research. May 28, Stanford study on brain waves shows how different teaching methods affect reading development Stanford Professor Bruce McCandliss found that beginning readers who focus on letter-sound relationships, or phonics, increase activity in the area of their brains best wired for reading. By May Wong Beginning readers who focus on letter-sound relationships, or phonics, instead of trying to learn whole words, increase activity in the area of their brains best wired for reading, according to new Stanford research investigating how the brain responds to different types of reading instruction. Media Contacts Bruce McCandliss, Stanford Graduate School of Education: What to read next: Stanford Report Receive daily Stanford news. For Journalists Press Releases Media Contacts Stanford Experts.
They frequently found appropriate adults and peers to engage and edit their writing.
Sure, there has to be a certain level of support, but we want to build things.
Most probably not because they are simply too busy with their work.
When a federal employee is considering filing an OSC complaint it is important to obtain legal counsel.