Course project in EDUC 8401

3. Cognitive and Educational Neuroscientists study
the how the brain develops and learns. These two
scientists work to help teachers understand how
children learn.
These scientists examine
the physical aspect of the brain as well as the
inner workings of how the brain functions to
different things such as reading and speaking.

4. Technology is constantly being updated and
pushed into the schools. Teachers need to know
how technology affects learners.

5. Second Language learners are in almost every
school in the U.S. Regular education teachers
need to understand how to teach ELL students
when in a regular classroom

6. Children learn from their
experiences in the world
around them…

7. Sensory Experiences

8. Physical Experiences

9. Environment

11. “Refinements in the neural circuits that
mediate sensory, emotional, and social
behaviors are driven by experience.”
(Feldman & Knutson, 1998, p. 1067)

12. Positive Experiences
The types of experiences a child has
will affect the child for rest of his
life…

13. Family Life…

14. School…

15. Friends…

16. Homelessness…
Hunger…

17. Drug and Alcohol abuse in families…
Neglect…

18. Studies have shown children from poor
backgrounds have a more difficult time
academically than children from more affluent
backgrounds. (Campbell, Pungello, Miller-Johnson, Burchinal, &
Ramey, 2001; Martin, Ramey, & Ramey, 1990)

20. The development
of neural networks
in young children
is important as
they learn to read,
write, or
understand
numbers.

21. Executive Function

22. Attention
Task completion
Motivation
Working memory
Cognitive flexibility
Impulse control

23. When a student reads, the student must intentionally focus,
remain attentive to the task, and follow through on the task
of reading.

24. A student must be able to
work with several bits of
information at the same time
to be able to read well and
fully understand what they
are reading.

25. Studies show that children begin developing
executive functioning when they are infants…

27. Letters
Words
Sentences
Fluency
Meaning
Word order
Letter sounds
(Cartwright, 2009)

28.  Reading development
varies among children.

29. The skills used for
reading are the same
regardless of the
primary language of the
child.

30. Children of all languages must develop a verbal
working memory to be able to use and
understand phonemic awareness skills.

31. A student’s reading
skill can be
predicted when in
kindergarten by
observing their
phonological skills
during this time
period. (Nithart,Demont, Metz-Lutz,
Majerus, Poncelet, & Leybaert, 2011)

32. All children develop
executive functioning and use
the same types of
phonological awareness skills
to develop and process
reading.

33. A child’s SES plays a vital role
in the literacy development of
the child…

34. There has been a big
push for educators to
use as much technology
in the classroom as
possible

35. Technology allows students to work with other
students and professionals around the world
without leaving their classroom.

36. Students are entering school with technological
skills using smartphones, iPads, laptops, etc.

37. Teachers should take extra
time to learn about the many
cultures and languages
spoken in their classrooms.

38. U.S. schools are serving
many students that are
learning English as their
second language.

39. Computers offer
second and third
language learners
opportunities to
develop their
language skills in
instructional or
learning scenarios.
These scenarios
provide practice in
speaking the new
language while
learning the new
culture. (Allard, Bordeau, &
Mizoguchi, 2011)

40. Computer instruction and other
use of media should support read
a louds to build oral vocabulary
of English Language Learners.
+

41. Cognitive and Educational Neurosciences
are important contributors to the field of
education. The more we learn about how
the brain develops and learns, the better
prepared we can be as educators.
New technology provides supplemental
ways to reach each student at their own
developmental levels.

42. Technology, if used correctly and with a purpose,
can have a strong, positive effect on students.
Second language learners can use technology for
building vocabulary and reading skills. This use is
not limited to only ELLs. Children from low SES
backgrounds and struggling readers are able to
use technology to help improve their reading
abilities also.

43. I will apply my new learning as an
ELL/kindergarten teacher by including more
individual computer time for building stronger
reading skills and vocabulary development. This
will supplement the oral reading of stories
already being done in the classroom.
I will also try to increase the amount of positive
experiences within the school day. I will stress to
my parents the importance of early experiences
for their children.

44. Allard, D., Bordeau, J., & Mizoguchi, R. (2011). Addressing cultural and native language interference in second
language acquisition. CALICO Journal, 28(3), 677-698.
Anderson, V.A., Anderson, P., Northam, E., Jacobs, R., & Catroppa, C. (2001). Development of executive functions
through late childhood and adolescence in australian sample. Developmental Neuropsychology, 8, 71-82.
Campbell, F.A. Pungello, E.P., Miller-Johnson, S., Burchinal, M., & Ramey, C.T. (2001). The development of cognitive
and academic abilities: Growth curves from an early childhood experiment. Developmental Psychology, 37, 231-242.
Collins, A. & Halverson, R. (2010). The second educational revolution: Rethinking education in the age of technology.
Journal of Computer Assisted Learning, 26, 18-27. doi: 10.1111/j.1365.2729.2009.00339.x
Feldman, D.E. & Knudsen, E.I. (1998). Experience dependent plasticity and the maturational glutamatergic synapsis
[Review}. Neuron, 20, 1067-1071.
Fox, S.E., Levitt, P., & Nelson III, C.A. (2010). How the timing and quality of early experiences influences the
development of brain architecture. Child Development, 81(1), 28-40. doi:10.1111/j.1467-8624.2009.01380.x

45. Lomicka,, L. (2006). Understanding the other: Intercultural exchange and CMC. In L. Ducate & N. Arnold (Eds.), Calling on
CALL: From theory and research to new directions in foreign language teaching, San Marcos, TX: CALICO
Macaruso, P., Hook, P.E., & McCabe, R. (2006). The efficacy of computer based supplementary phonics programs for advancing
reading skills in at-risk elementary students. Journal of Research in Reading, 29(2), 162-172. doi: 10.1111/j.1467-9817.2006.00282.x
Noble, K.G., Wolmetz, M.E., Ochs, L.G., Farah, M.J., & McCandliss, B.D. (2006). Brain-based behavior relationships in reading
acquisition are modulated by socioeconomic factors. Developmental Science, 9(6), 642-654. doi: 10.1111/j.1467-7687.2006.00542.x
Neuenschwander, R., Rothlisberger, M., Michel, E., & Roebers, C.M. (2009, April) Influence of socioeconomic status on executive
functions among kindergarten children. Poster session presented at the biennial meeting of the Society for Research in Child
Development, Denver, CO
Nithart, C., Demont, E., Metz-Lutz, M.N., Majerus, S., Poncelet, M., & Leybaert, J. (2011). Early contribution of phonological
awareness and later influence of phonological memory throughout reading acquisition. Journal of Research in Reading, 34(3), 346-
363. doi: 10.1111/j.1467-9817.2009.01427.x
Piaget, J. & Inhelder, B. (1967). The psychology of the child. Weaver, H. (Trans.). New York, NY: Basic Books, Inc.
Silverman, R. & Hines, S. (2009). The effects of multi-media enhanced instruction on the vocabulary of English-language learners
and non-English language learners in prekindergarten through second grade. Journal of Educational Psychology, 101(2), 305-314.
doi: 10.1037/a0014217

46. Vaessen, A., Bertrand, D., Toth, D., Csepe, V., Faisca, L., Reis, A., & Blomert, L. (2010). Cognitive development of fluent
word reading does not qualitatively differ between transparent and opaque orthographies. Journal of Educational
Psychology, 102(4), 827-842. doi: 10.1037/a0019465
Wagner, R.K., Torgesen, K., & Rashotte, C.A. (1994). Development pf reading related phonological processing abilities:
New evidence of a bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-
87.
Wise, B.W., Ring, J., & Olson, R.K. (2000). Individual differences in gains from computer assisted remedial reading.
Journal of Experimental Child Psychology, 77, 197-235.