Brain Literacy for Educators and Psychologists

by Virginia W. Berninger, Todd L. Richards

Although educators are expected to bring about functional changes in the brain--the organ of human learning--they are given no formal training in the structure, function or development of the brain in formal or atypically developing children as part of their education. This book is organized around three conceptual First, the interplay between nature (genetics) and nurture (experience and environment) is emphasized. Second, the functional systems of the brain are explained in terms of how they lead to reading, writing and mathematics and the design of instruction. Thirdly, research is presented, not as a finished product, but as a step forward within the field of educational neuropsychology. The book differs from neuropsychology and neuroscience books in that it is aimed at practitioners, focuses on high incidence neuropsychological conditions seen in the classroom, and is the only book that integrates both brain research with the practice of effective literacy, and mathematics instruction of the general and special education school-aged populations.

Genres: Education, Nonfiction, Science

400 pages, Hardcover

First published May 8, 2002

About the author

Virginia Wise Berninger, PhD (Ginger) is a Professor of Learning Sciences and Human Development at the University of Washington, former Program Coordinator of APA-accredited and NASP- approved School Psychology Program, and Principal Investigator of NIH Center Grant on Defining and Treating Specific Learning Disabilities awarded December 15, 2011 for five years. She has been on the University of Washington faculty since 1989, and is also a Research Affiliate (1994-present) and Coordinator Research Specialization for Learning Disabilities (2000-present), Eunice Kennedy Shriver Intellectual and Developmental Disabilities Research Center (IDDRC).

Professor Berninger is a licensed psychologist and former teacher (general education, special education, and reading specialist) with extensive experience in school-related assessment, consultation, and research. She is the Principal Investigator and Director of the NICHD-funded, University of Washington Multidisciplinary Learning Disability Center and Center for Oral and Written Language Learners (OWLs). During her 30 years of research on normal reading, writing, and math development and learning disabilities in reading, writing, and math, she has authored, co-authored, or edited over 200 research publications, including 12 books.

Reviews

[Alicia · Rating 3 out of 5]

While I wished my brain worked to make all of the connections that the authors are trying to make, there is plenty to understand at my level in terms of understanding how the brain works in creating the reading and writing and computing parts of our brain and how to cultivate it. Ironically as I was reading this, I also read Proust and the Squid and was able to apply some of the learning from this book to that and make connections! Yay me the student!

It's certainly more scientific and less educator-speak about brain literacy-- I wish it was a tad less science-heavy and bit more social psychology but that's my reading taste. This is a stretch for me but I'm glad I read it as an educator. The figures and summaries as well as the post-chapter questions help in reflecting on what I was reading.

[Michie Smash · Rating 3 out of 5]

This book really gave me some insight into how the brain works and how we can use this to help learners who struggle. Most of the students I work with in my classes have reading difficulties so this book gave me strategies to work with these students

[Laurie · Rating 4 out of 5]

Read on Questia.com and am glad that I did so that the numerous notes and highlights can be easily referenced at work.