Posts Tagged ‘ Movement ’

Preservice Reading Teachers in the Differentiated Classroom: A Rationale for Visual Phonics – by Marta J. Abele, Ph.D.

Sep 20th, 2010 | By

Editor’s Note: The author teaches reading courses at the University of Dubuque in Iowa. After becoming an enthusiastic supporter of See the Sound/Visual Phonics, she was asked to relate her experiences with her college students and their reactions to STS/VP. The following is her response, which includes a review of current research and a rationale for all teachers to include STS/VP in their reading programs. Background I love my job! For over 25 years I have either helped children learn to read, or taught aspiring teachers how to help children learn to read. As many teachers tend to do, we teach what we were taught. For example, I learned to read primarily by using phonics. My teacher stressed phonics as a useful strategy for figuring out new words, and it worked well for me. At least, I don’t remember struggling with the reading process. Therefore, I teach phonics in my college courses for the elementary reading endorsement. Even though phonics instruction was controversial for many years, I continued to think it was important and included it in my reading courses, rebel that I am. I begin each semester by asking my students, “How many of you were taught phonics as [...]

The Movement-Brain Connection

Jan 16th, 2010 | By

Movement is the only thing that unites all brain levels and integrates the right and left hemispheres of young learners. Neuroscientists have discovered that the brain’s cerebellum, involved in most learning, operates at a high capacity during times of movement. Neuro-imaging studies have also shown that activity in the cerebellum is significantly reduced when people are in a negative state of mind – the result of stress, worry, or anger. © 2010  Dave Krupke  All Rights Reserved