Abstract
We review mainstream research findings and theoretical constructs from the neuro- and related life-sciences to clarify misunderstandings about reading-relatable neuroscience. We propose a more comprehensive life-science informed narrative of literacy development for application to education than current narratives constrained by cognitive models of mental process allow. Support for extending this interdisciplinary synthesis would be found in developmental science, life-science informed social science, and naturalized philosophy of mind and of language. Conjoining life-science informed insights about living organisms and systems, including human beings and sociality, with mainstream scholarship in literacy education could theoretically refresh the latter and open new vistas for research.
| Original language | English |
|---|---|
| Title of host publication | International Encyclopedia of Education |
| Subtitle of host publication | Fourth Edition |
| Pages | 866-882 |
| Number of pages | 17 |
| ISBN (Electronic) | 9780128186299 |
| DOIs | |
| State | Published - Jan 1 2022 |
Bibliographical note
Publisher Copyright:© 2023 Elsevier Ltd. All rights reserved.
Keywords
- Comprehension
- Decoding
- Developmental science
- Genetics
- Language
- Life science
- Literacy
- Neurobiology
- Neuroscience
- Reading
- Reading disabilities
ASJC Scopus subject areas
- General Social Sciences