LEARNING WRITTEN LANGUAGE AND SCIENCES OF READING.
A BOUNDARY BETWEEN COGNITIVE PSYCHOLOGY, NEUROSCIENCE AND EDUCATION
Keywords:
Written language, Neurosciences of Education, Cognitive Psychology, Phonological Awareness, DyslexiasAbstract
The aim of this article is to review the researches on Reading Sciences from the point of view of the Cognitive Psychology and the Neurosciences of Education. The researches in Educational psychology, Cognitive psychology and the Neurosciences of the Education have showed the brain processes acting during the learning of the written language and the origins of dyslexia. Pyschopedagogical interventions on phonological awareness in the teaching of reading have aided dyslexic children to map letters into sounds and reading and have rewired some areas of the brain.
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Snowling, C. & Hulme, C. (2005). The science of reading. A Handbook. Oxford: Blackwell.
Stanovich, K. (2000). Progress in understanding reading. NY: The Guilford University Press.
Stern, E., Grabner, R., Schumacher, R., Neuper, C. & Saalbach, H. (2006). Education Reform. Volume 13: Educational Research and Neurosciences – Expectations, Evidence, Research Prospects. (Trad. D. R. Grabner, & A. Kanape). Berlin: Federal Ministry of Education and Research (BMBF).
Szúcs, D. & Goswami, U. (2007). Educational Neuroscience: Defining a new discipline for the study of mental representations. Mind, Brain and Education, 1, 114-127.
Vellutino, F. R. & Scanlon, D. M. (2002). Emergent literacy skills, early instruction and individual differences as determinants of difficulties in learning to read: The case for early intervention. En S. Neuman & D. Dickinson. (Eds.), Handbook of early literacy research (pp. 295-321). Londres: The Guilford Press.
Vellutino, F., Fletcher, J., Snowling, M. & Scanlon, D. (2004). Specific reading disability (dyslexia): what have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2-40.
Vygotsky, L. (1995). Pensamiento y Lenguaje. Buenos Aires: Paidós.
Whitehurst, G. & Lonigan, C. (1998). Child development and Emergent Literacy. Child development, 69, 848-872.
Alegría, J. (2006). Por un enfoque psicolingüístico del aprendizaje de la lectura y sus dificultades- 20 años después. Infancia y Aprendizaje, 29, 1-19.
Badian, N. (2005). Does a visual –orthographic deficit contribute to reading disability? Annals of Dyslexia, 55, 28-52.
Berko, J. & Bernstein, N. (1999). Psicolingüística. NY: Mc Graw Hill.
Bosse, M. & Valdois, S. (2009). Influence of the visual attention span on child reading performance: A cross-sectional study. Journal of Research in Reading, 32, 230-253.
Bravo, L. (2011). Lenguaje escrito y Dislexias. Santiago: Editorial Universidad Católica.
Bravo, L. (2013). Lectura inicial y Psicología cognitiva. Santiago: Editorial Universidad Católica.
Bravo, L. (2014). Neurociencias y Educación: Estado actual de la investigación en Dislexias. Estudios de Psicología, 35(1), 1-28.
Bravo, L., Villalón, M. & Orellana, E. (2006a). Predictibilidad del rendimiento en la lectura: Una investigación de seguimiento entre primer tercer año. Revista Latinoamericana de Psicología, 38, 9-20.
Bravo, L., Villalón, M. & Orellana, E. (2006b). Diferencias en la predictividad de la lectura entre primero año y cuarto año básicos. Psykhé, 15, 3-12.
Carrillo, M. (1994). Development of phonological awareness and reading acquisition: A study in Spanish language. Reading and Writing, 6, 279-298.
Catts, A., Fey, M., Zhang, X. & Tomblin, B. (1999). Language basis of reading and reading disabilities. Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331-361.
Compton, D. (2000). Modelling the growth of decoding skills in first grade children. Scientific Studies of Reading, 4, 219-259.
Dehaene, S. (2007). Les neurones de la lecture. París: Odile Jacob.
De Jong, P. & Van der Leij, A. (1999). Specific contributions of phonological habilities to early reading acquisition. Journal of Educational Psychology, 91, 450-476.
Ehri, L. (2005). Learning to read words: Theory, findings and issues. Scientific Studies of Reading, 9, 167-188.
Fletcher, J. (2009). Dyslexia: The evolution of a scientific concept. Journal of the International Neuropsychological Society, 15, 501-508.
Hagtvet, B. (2000). Prevention and prediction of reading problems. In N. Badian (Ed.), Prediction and prevention of reading failure. Baltimore: York Press.
Hulme, C., Snowling, M., Caravolas, M. & Carroll, J. (2005). Phonological skills are (probable) one causes of successs in learning to read: A comment on Castles and Colheart. Scientific Studies of Reading, 9, 351-366.
Jiménez, J. (2012). Dislexia en español. Madrid: Pirâmide.
Leppanen, P., Hamalainen, J., Salminen, H., Eklund, K., Guttorm, T., Lohvansuu, K. Lyytinen, H., Ahonen, T., Eklund, K., Guttorm, T., Laakso, M., Leinonen, S., Leppännen, P., Lyytinen, P., Poikkeus, A., Puolakanaho, A., Richardson, U. & Viholainen, H. (2001). Developmental pathways of children with and without familial risk for dyslexia during the first years of life. Developmental Neuropsychology, 20, 535-554.
McCandliss, B. & Wolmetz, M. (2004). Developmental Psychobiology of Reading Disability. En B. Casey. (Ed.), Developmental Psychobiology (pp. 69-110). Washington: American Psychiatric Publishing.
Maluf, M. & Sargiani, R. (2013). Lo que la neurociencia tiene que decir sobre el aprendizaje de la lectura. Revista de Psicología de Arequipa, 3, 11-24.
Moraïs, J, Alegría, J. & Content, A. (1987). The relationship between segmental analysis and alphabetic literacy: An interactive view. Cahiers de Psychologie Cognitive, 7, 415-438.
O'Connor, R. & Jenkins, J. (1999). Prediction of reading disabilities in Kindergarten and First grade. Scientific Study of Reading, 3, 159-197.
Orellana, E. (2010). Psicología de la enseñanza del lenguaje escrito. Santiago: Lenguaje y Pensamiento.
Parrila, R., Kirby, J. & McQuarrie, l. (2004). Articulation rate, naming speed, verbal short-term memory and phonological awareness: Longitudinal predictors of early reading development? Scientific study of Reading, 8, 3-26.
Raschle, N., Zuk, J. & Gaab, N. (2012). Functional characteristics of developmental dyslexia in left-hemispheric posterior brain regions predate reading onset. Proceedings of the National Academy of Sciences, 109, 2156-2161.
Shaywitz, B., Shaywitz, S., Blachman, B., Pugh, K., Fulbright, R., Skudlarski, P., Mencl, W., Constable, T., Holahan, J., Marchione, K., Fletcher, J., Lyon, R., & Gore, J. (2004). Development of left occipito-temporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychiatry, 55, 926-933.
Shaywitz, S., & Shaywitz, B. (2008). Paying attention to reading: The neurobiology of reading and dyslexia. Developmental Psychopathology, 20, 1329-1349.
Sigman, M., Peña, M., Goldin, A. & Ribeiro, S. (2014). Neuroscience and education: prime time to build the bridge. Nature neuroscience, 17, 497-502.
Simos, P. G., Fletcher, J. M., Bergman, E., Breier, J., Foorman, B., Castillo, E., Davis, M., Fitzgerald, M. & Papanicolau, A. (2002). Dislexia-specific brain activation profile becomes normal following successful remedial training. Neurology, 58, 1203-1213.
Snowling, C. & Hulme, C. (2005). The science of reading. A Handbook. Oxford: Blackwell.
Stanovich, K. (2000). Progress in understanding reading. NY: The Guilford University Press.
Stern, E., Grabner, R., Schumacher, R., Neuper, C. & Saalbach, H. (2006). Education Reform. Volume 13: Educational Research and Neurosciences – Expectations, Evidence, Research Prospects. (Trad. D. R. Grabner, & A. Kanape). Berlin: Federal Ministry of Education and Research (BMBF).
Szúcs, D. & Goswami, U. (2007). Educational Neuroscience: Defining a new discipline for the study of mental representations. Mind, Brain and Education, 1, 114-127.
Vellutino, F. R. & Scanlon, D. M. (2002). Emergent literacy skills, early instruction and individual differences as determinants of difficulties in learning to read: The case for early intervention. En S. Neuman & D. Dickinson. (Eds.), Handbook of early literacy research (pp. 295-321). Londres: The Guilford Press.
Vellutino, F., Fletcher, J., Snowling, M. & Scanlon, D. (2004). Specific reading disability (dyslexia): what have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2-40.
Vygotsky, L. (1995). Pensamiento y Lenguaje. Buenos Aires: Paidós.
Whitehurst, G. & Lonigan, C. (1998). Child development and Emergent Literacy. Child development, 69, 848-872.
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Published
2016-03-20
How to Cite
Bravo Valdivieso, L. (2016). LEARNING WRITTEN LANGUAGE AND SCIENCES OF READING.: A BOUNDARY BETWEEN COGNITIVE PSYCHOLOGY, NEUROSCIENCE AND EDUCATION. LÍMITE Interdisciplinary Journal of Philosophy & Psychology, 11(36). Retrieved from https://revistalimite.uta.cl/index.php/limite/article/view/60
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