Brain-Based Research Helps to Identify and Treat Slow Learners

Autor/inn/en	Levine, Mel; Barringer, Mary-Dean
Titel	Brain-Based Research Helps to Identify and Treat Slow Learners
Quelle	In: Education Digest: Essential Readings Condensed for Quick Review, 73 (2008) 9, S.9-13 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-127X
Schlagwörter	Slow Learners; Adjustment (to Environment); Brain; Anxiety; Medical Research; Psychological Studies; Educational Research; Reading Difficulties; Writing Difficulties; Academic Achievement; Learning Processes; Educational Strategies; Program Effectiveness + Suchen Sie Ihr Suchwort? Slow learning; Langsames Lernen; Gehirn; Angst; Bildungsforschung; Pädagogische Forschung; Reading difficulty; Leseschwierigkeit; Schreibstörung; Schulleistung; Learning process; Lernprozess; Lehrstrategie
Abstract	A student's inability to keep pace with the demands of the classroom can produce feelings of inadequacy, performance anxiety, depleted motivation, and even behavioral maladjustment. Too often, schools respond to such students with well-intentioned procedures or guidelines that fail to meet the needs of the thwarted learner. However, in recent years research in the neurosciences, psychology, education, and related fields has provided promising answers to the frustrating quandaries schools have faced when students are unable to keep pace in reading, writing, mathematics, and specific subject areas. In this article, the author describes the mechanisms underlying the kinds of common reading and writing deficiencies. The author discusses how the use of brain-based research helps to identify and treat these deficiencies. (ERIC).
Anmerkungen	Prakken Publications. 832 Phoenix Drive, P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site: http://www.eddigest.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10