Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience
Large-scale efforts have been made since the 1990s to ensure that all children of the world go to school. But mere enrollment is not sufficient, students must become fluent in reading and calculation by the end of grade 2. Fluency is needed to process large amounts of text quickly and use the information for decisions that may ultimately reduce poverty. State-of-the-art brain imaging and cognitive psychology research can help formulate effective policies for improving the basic skills of...
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Large-scale efforts have been made since the 1990s to ensure that all children of the world go to school. But mere enrollment is not sufficient, students must become fluent in reading and calculation by the end of grade 2. Fluency is needed to process large amounts of text quickly and use the information for decisions that may ultimately reduce poverty. State-of-the-art brain imaging and cognitive psychology research can help formulate effective policies for improving the basic skills of low-income students. This book integrates research into applications that extend from preschool brain development to the memory of adult educators. In layman's terms, it provides explanations and answers to questions such as: Why do children have to read fast before they can understand what they read? How do health, nutrition, and stimulation influence brain development? Why should students learn basic skills in their maternal language? Is there such a thing as an untrained teacher? What signs in a classroom show whether students are getting a quality education? How must information be presented in class so that students can retain it and use it? What training techniques are most likely to help staff put their learning into use?This book would be useful to policymakers, donor agency staff, teacher trainers, supervisors, and inspectors, as well as university professors and students.
1The pedagogy of poverty32Health, nutrition, and cognitive processing113Nervous sytem linkages with school performance214Memory and basic skills acquisition245Literacy acquisition and the biology of reading366Why mother-tongue instruction improves achievement507The development and teaching of numeracy588The cognitive effects of classroom events629Which instructional methods are most efficient?7310Use and wastage of instructional time8011A textbook for every student to take home8912Improving instructional support9313Student grouping and class size effects10214Teacher incentives and motivation11515Performance and training of educators12316The seven pillars of basic skills for all132AnnexCognitive neuroscience basics for education141
