New research shows that the cerebellum is not engaged during reading in typical readers and does not differ in children who have dyslexia.
Emphasizing more play, hands-on learning, and students helping one another in kindergarten improves academic outcomes, self-control and attention regulation.
Elementary-school students who participated in a comprehensive support intervention in the Boston public school district had about half the odds of dropping out of high school as students not in the intervention.
Research reveals that teachers and parents may inadvertently play a role in a child's development of 'math anxiety' and that girls tend to be more affected than boys.
Researchers from Japan's Hokkaido University compare 6 year old children’s ease with oral and written math problems to see if children's accuracy and comfort with math would be determined by their culture.
A University at Buffalo psychologist has published a neuroimaging study that could help develop tests for early identification of dyslexia, a disorder that affects 80 percent of those diagnosed with difficulties reading, writing and spelling.
Characteristics related to openness, such as intellectual curiosity and confidence, made children more adept to take on math and reading than characteristics describing conscientiousness, such as diligence and perseverance.
New research suggests deficits in executive functions in kindergarten increase the risk for experiencing repeated academic difficulties in mathematics, reading and science from first to third grade.
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