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- W2038555222 abstract "The 17 July Reviews by A. N. Meltzoff et al. (“Foundations for a new science of learning,” p. [284][1]) and J. D. E. Gabrieli (“Dyslexia: A new synergy between education and cognitive neuroscience,” p. [280][2]) summarize the enormous progress that has been made in understanding the behavioral and neurobiological bases of learning and dyslexia, respectively. What is remarkable is how little of this research has penetrated educational practice. Teachers are not exposed to this research as part of their training. I often speak with teachers who are surprised that a science of reading exists, not to mention a science of learning linking brain and behavior. Educational theories rely on the work of a small number of psychologists (such as Lev Vygotsky and Jerome Bruner) whose research predates the modern era in cognitive neuroscience. In the case of dyslexia, many school systems do not even recognize that the condition exists. Parents of dyslexic children are routinely told that a child who can speak should be able to read, that the parents have not encouraged reading enough in the home, or that “dyslexia” reflects the medicalization of normal variation. The approximately 25% of American 8th graders who read below even the basic level ([ 1 ][3]) includes many dyslexics who have not been identified in the schools and provided with appropriate remediation. It is admirable that the authors attempted to spell out the educational implications of the research. Whether the educators are prepared to act on this information, or even understand it, is another question. The institutional and ideological barriers to linking science and education are substantial, as are the costs to society.1. [↵][4] National Assessment of Educational Progress (2007); . [1]: /lookup/doi/10.1126/science.1175626 [2]: /lookup/doi/10.1126/science.1171999 [3]: #ref-1 [4]: #xref-ref-1-1 View reference 1 in text" @default.
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- W2038555222 date "2009-09-10" @default.
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- W2038555222 title "Taking Educational Research to School" @default.
- W2038555222 doi "https://doi.org/10.1126/science.325_1340a" @default.
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