ABSTRACT
In this chapter, the authors argue that neuroscience provides a means for researchers to get “under the hood” to study reading development in a way that would be impossible through behavioral measures alone. Neuroscience provides insights into mechanisms may ultimately be quite powerful in predicting trajectories of achievement, particularly when they are triangulated with information gleaned from sources or methodologies. In sum, if neuroscience tools can be useful for predicting future reading impairment, it may be possible to screen and implement targeted early intervention that could alleviate risk of reading impairment. Finally, empirical evidence suggests that laypeople find neuroscience data highly compelling. While environmental influences on cognitive development or school achievement, such as socioeconomic status, may seem obvious, the fact that such influences are reflected in our brains – our physical selves – is more captivating. In conclusion, the authors posit that neuroscience research has power to bridge important gaps between research and practice in the field of reading development.
