All Brain and Learning articles

By: Anna Merrill, Indiana Resource Center for Autism (2018)

Learn about the three psychological theories of ASD — Theory of Mind, Weak Central Cohesion, and executive functioning. Understanding these theories can help families and educators manage challenging behaviors at home and in the classroom.



By: Reading Rockets, Understood (2017)

The term “learning and attention issues” covers a wide range of challenges kids may face in school, at home and in the community. It includes all children who are struggling — whether their issues have been formally identified or not. Learning and attention issues are brain-based difficulties, and they often run in families. Find resources that can help kids be successful in school and in life!



By: National Institute of Child Health and Human Development, National Institute of Mental Health (2017)

Learn the basics about autism spectrum disorder (ASD): what it is, signs and symptoms, strengths and abilities, risk factors, diagnosing ASD, the value of early intervention, and treatment and therapies that can help children and their families.



By: Maria Nikolajeva (2013)

One potential way of fostering empathy in young children is through picturebooks. Learn about empathy, theory of mind, the development of emotional intelligence, and the role of picturebooks in the classroom.



By: Daniel T. Willingham (2013)

Dr. Daniel Willingham, Professor of Psychology at the University of Virginia, answers questions about effective teaching, reading comprehension, cognitive science, and more.



By: Reading Rockets (2010)

The American Academy of Pediatrics, the American Academy of Ophthalmology, and the Council on Children with Disabilities published a statement summarizing what is currently known about visual problems and dyslexia. The statement also covers what treatments are and are not recommended when diagnosing and treating vision problems, learning disabilities, and dyslexia.



By: Regina G. Richards (2008)

We all use strategies throughout our day to remember the variety of facts and ideas we need to retain. It is valuable for teachers, therapists, and parents to understand the memory process in order to become better equipped to help our students understand and use strategies.



By: Louisa Moats, Carol Tolman (2008)

Although we may not be aware of it, we do not skip over words, read print selectively, or recognize words by sampling a few letters of the print, as whole language theorists proposed in the 1970s. Reading is accomplished with letter-by-letter processing of the word.



By: Roxanne F. Hudson, Leslie High, Stephanie Al Otaiba (2007)

The identification of a child with dyslexia is a difficult process, but there are ways that parents and teachers can learn more about the reading difficulty and support the child's learning.



By: Daniel T. Willingham (2006)

Students often think they understand a body of material and, believing that they know it, stop trying to learn more. But come test time, it turns out they really don't know the material very well at all. Can cognitive science tell us anything about why students are commonly mistaken about what they know and don't know? Are there any strategies teachers can use to help students better estimate what they know?



By: Daniel T. Willingham (2006)

How does the mind work — and how does it learn? Teachers' instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such gut knowledge often serves us well, but is there anything sturdier to rely on?



By: Daniel T. Willingham (2006)

Knowledge does much more than just help students hone their thinking skills: It actually makes learning easier. Knowledge is not only cumulative, it grows exponentially. Those with a rich base of factual knowledge find it easier to learn more — the rich get richer.



By: Glenda Thorne (2006)
Effective and efficient memory is critical for reading and school success. Here are 10 strategies to help children develop their memories.

By: Mel Levine (2006)
As we discover more about how students learn and how different minds learn differently, our schools have a golden opportunity to increase the percentage of their students who experience true academic success.

By: Thomas S. May (2006)

Genetic differences in the brain make learning to read a struggle for children with dyslexia. Luckily, most of our brain development occurs after we're born, when we interact with our environment. This means that the right teaching techniques can actually re-train the brain, especially when they happen early.



By: American Psychological Association (2006)

Reading instruction changes the brain. New before- and after- images that show what happens to children's brains after they get systematic, research-based reading instruction show that the right teaching methods can actually normalize brain function and thereby improve a child's reading skills.



By: Society for Neuroscience (2006)

By: Mel Levine (2006)

School is not the only arena in which children's minds need to be nurtured and expanded. Equally vital is the kind of education and brain building that a student undergoes at home.



By: Society for Neuroscience (2004)

By: Lisa Trei (2003)
For the first time, researchers have shown that the brains of dyslexic children can be rewired -- after undergoing intensive remediation training -- to function more like those found in normal readers.

By: International Dyslexia Association (2000)

Dyslexia is the most common cause of reading, writing and spelling difficulties. This article provides a brief overview list of typical signs of dyslexia in preschool and kindergarten.



"There is more treasure in books than in all the pirate's loot on Treasure Island." — Walt Disney