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Developmental Dyslexia: A Model for Integrating Education and Neuroscience


by Neena Saha — February 14, 2014

This commentary examines the neural bases of reading development, combining different scientific disciplines and making the case for educational neuroscience as a promising new field. It demonstrates how atypical reading impairment (Dyslexia) is a ‘model’ learning disability for bridging the gap between neuroscience and education. Next, it describes how experimental approaches in developmental cognitive neuroscience are applicable to educational neuroscience. Lastly, ideas for future research in educational neuroscience that have implications for the classroom are delineated.


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Cite This Article as: Teachers College Record, Date Published: February 14, 2014
http://www.tcrecord.org ID Number: 17435, Date Accessed: 9/19/2014 5:50:58 PM

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About the Author
  • Neena Saha
    Teachers College
    E-mail Author
    NEENA SAHA is a Graduate Student in the Neuroscience and Education program at Teachers College.
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