Concept formation and the neurological executive function underlying a training programme to improve pre-reading skills

Witt, M.W. De; Lessing, Ansie

doi:10.1080/03004430.2017.1403435

Cited by 4 publications

(9 citation statements)

References 17 publications

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“…Real-world educational problems inspire neurological studies and form valuable research questions. Neurological findings, in return, provide evidence for expanding and validating educational and psychological theories in learning or learning disabilities (De Witt & Lessing, 2018;Katzir & Pare-Blagoev, 2006). Linking the behavioral and neurological bases of the development of executive functions requires interdisciplinary studies in mind, brain, and real-life education.…”

Section: Discussionmentioning

confidence: 91%

Developing Sustaining Authentic Partnership Between MBE Researchers and Local Schools

Liu

Zhang

2021

Mind Brain and Education

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One of the most important goals of Mind, Brain, and Education (MBE) researchers is bridging the connection between science and educational practice. To achieve this goal, we propose a novel authentic partnership model based on the analyses of demands, capacities, and responsibilities of both researchers and local schools. The Peiyuan Project in Beijing is introduced as an example to demonstrate the model. We argue that more discussions should be encouraged along this practical direction. More successful models and practices should be shared and learned to facilitate wider adoptions and further achievement of the MBE community.One of the most important goals of Mind, Brain, and Education (MBE) researchers is bridging the connection between science and educational practice (Stafford-Brizard, Cantor, & Rose, 2017). To achieve this goal, bidirectional interactions have been creatively conducted and theoretically summarized by the MBE community (e.g., Stafford-Brizard et al., 2017). One heated discussion that has drawn increasingly more attention in recent years is the return to the real context where education occurs to find evidence complementing the findings from well-controlled laboratory experiments. The development of wearable devices offers the opportunity by equipping scientists with handy devices with an acceptable degree of accuracy. Technically speaking,

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Section: Discussionmentioning

confidence: 91%

Developing Sustaining Authentic Partnership Between MBE Researchers and Local Schools

Liu

Zhang

2021

Mind Brain and Education

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“…The function of the working memory entails storage while other cognitive processes such as the association of information with existing information take place (Diamond & Ling, 2016). Working memory plays an important role, especially with the preschooler who lacks broader experience and the educator should focus on its development (Cartwrigh, 2012;Colé et al, 2014;De Witt & Lessing, 2018;Diamond & Ling, 2016).…”

Section: The Importance Of Ef Processes In Early Literacy Activitiesmentioning

confidence: 99%

“…Based on activities that De Witt and Lessing (2018) regard as important for the mastering of reading, the researchers selected such everyday activities used by preschool teachers to develop perceptual skills and concepts, aiming to determine which aspects of the EF are concurrently covered by these activities. The selected activities aim at the development of form and sound consistency, sequence and pattern completion, grouping, anticipation, schema matching, thinking and relations, as indicated by De Witt and Lessing (2018). The following activities lend themselves to the activation of the EF in early literacy.…”

Section: The Importance Of the Ef In The Selected Activitiesmentioning

confidence: 99%

“…The reading process depends on different modalities of thinking: prediction, estimation, perception of cause and effect and one-to-one relationships as well as the application of divergent and convergent thinking. Thinking allows the child to decode unfamiliar words in the reading process, combine words and sentences for meaning and evaluate and question the reading matter (De Witt & Lessing, 2018). Thinking forms the basis for problem-solving and involves the following four processes: reasoning, communication, connections and representation (Charlesworth & Leali, 2011).…”

Section: Thinkingmentioning

confidence: 99%

“…In their workshops on the EF, the researchers found that most teachers were well aware of the importance of perceptual skills and concept formation but were uninformed regarding the role and importance of the executive function of the brain in early literacy development (De Witt & Lessing, 2018). Furthermore, limited information on the development of the EF at a pre-primary level is found in literature.…”

Section: Introductionmentioning

confidence: 99%

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The importance of the executive function of the brain in early literacy development

Lessing

Witt²

2022

PLING

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South African learners struggle with reading regardless of all the interventions and workshops presented to preschool and the foundation phase teachers. Lately, literature emphasises the role of neuropsychology in successful learning and reading but teachers seem to be uninformed about this. The aim of this investigation was to provide a view of the role of the EF in laying the foundation for early literacy and the reading process. Experts from the field of Early Child Development assessed the researchers’ views on the basis of the following research question: Do the suggested early literacy activities contribute to the development of the EF? The authors suggest a number of pre-reading activities and indicated their view of the role of the EF in the activities. The authors’ found that various aspects of the EF play in a role to a greater or lesser extent in mastering the selected activities. An explorative pilot study was done in a qualitative research approach to test the authors’ view of the role of the EF in the selected activities. Although the participants mostly agreed with the authors’ view suggestions by the participants were made to expand the role of the EF in some of the activities. The EF plays an important role in the understanding and completion of preschool activities for mastering of early literacy skills. The authors suggest a change in teachers’ approach to enhance pre-school children’s emergent literacy giving special attention to the development of the EF. Keywords: Anticipation, early literacy, executive function of the brain, form consistency, grouping, pre-school child, relations, schema matching, sequence and pattern completion, sound consistency, thinking

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Neuroeducation, Classroom Interventions and Reading Comprehension: A Systematic Review of the 2010-2022 Literature

Valdés-Villalobos

Lazzaro-Salazar²

2023

JCT

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Reading comprehension is the cornerstone of human development, and consequently a fundamental and indispensable tool for communication and social interaction. In recent years, the field of reading comprehension research has been tightly connected with educational neuroscience, which has produced a growing number of interventions aimed at turning theoretical ideas of neuroeducation into practical efforts applicable to the classroom. The aim of the present systematic review was to analyze the state of neuroeducational research, to identify the main characteristics of the interventions developed, and to propose suggestions on the main findings that contribute to neuroeducation research on reading comprehension. Based on the guidelines of the PRISMA method, an exhaustive search was carried out in high impact databases. The selection process yielded 13 eligible studies and they were analyzed in terms of, for instance, theoretical focus, context and participants, and main findings. Results show that these studies most frequently addressed the emotional principle of self-regulation, the importance of the social principle of neuroeducation and its impact on the development of reading comprehension skills through activity breaks, holistic environment and physical exercise, and sensory cognitive development of attention and memory skills. Despite the homogeneity of the interventions presented in these studies, they showed significant effects on reading development, displaying higher research development concerning emotional and social aspects. The present study discusses the contributions of neuroeducational classroom interventions towards the development of reading comprehension skills, offering practical recommendations for teachers.

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Concept formation and the neurological executive function underlying a training programme to improve pre-reading skills

Cited by 4 publications

References 17 publications

Developing Sustaining Authentic Partnership Between MBE Researchers and Local Schools

Developing Sustaining Authentic Partnership Between MBE Researchers and Local Schools

The importance of the executive function of the brain in early literacy development

Neuroeducation, Classroom Interventions and Reading Comprehension: A Systematic Review of the 2010-2022 Literature

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