Skoe, E., Krizman, J., & Kraus, N. (2013). The impoverished brain: Disparities in maternal education affect the neural response to sound. The Journal of Neuroscience 33(44), 17221-17231.
Skoe, E., Krizman, J., & Kraus, N. (2013). The impoverished brain: Disparities in maternal education affect the neural response to sound. The Journal of Neuroscience 33(44), 17221-17231.
Park, Y., Xu, Y., Collins, P., Farkas, G., & Warschauer, M. (2019). Scaffolding learning of language structures with visual‐syntactic text formatting. British Journal of Educational Technology, 50(4), 1896-1912.
Andersson, U. (2008). Working memory as a predictor of written arithmetical skills in children: The importance of central executive functions. The British Journal of Educational Psychology, 78(2), 181–203.
Alexander, P., Kulikowich, J., & Schulze, S. (1994). How subject-matter knowledge affects recall and interest. American Educational Research Journal, 31(2), 313-337.
Sustained Attention, the ability to maintain focus, is important for reading success because it can help students attend to classroom instruction.
By creating patterns and supporting multimodal engagement, new knowledge such as vocabulary, narrative structures, or classroom processes can be more readily encoded and retrieved in Long-term Memory while promoting engagement.
Jee, B. D., Uttal, D. H., Gentner, D., Manduca, C., Shipley, T. F., Tikoff, B., … Sageman, B. (2010). Commentary: Analogical thinking in geoscience education. Journal of Geoscience Education, 58(1), 2-13.
Alliance for Excellent Education. (2018). Science of adolescent learning: How body and brain development affect student learning. Retrieved from https://all4ed.org/science-of-adolescent-learning-body-brain-development/
From 1:13, watch how this school uses Google Docs in their classrooms.
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