Document Type


Publication Date

Spring 4-24-2018


Research- based practice in the teaching profession has had a growing importance over the past few decades. While the field of neurocognitive literacy is infantile, researchers have begun looking at how instruction can be impacted by understanding brain capabilities when learning to become literate in a language. This has been accomplished through neuroimaging to explain how a child’s brain functions on a neurological level when engaging in literacy tasks. Research suggests the reading brain is flexible and dynamic. This has been determined through examination of various neurocognitive systems that explain how functional and anatomical brain alterations can occur in children as they learn to read. This research discusses the ways in which functions and capabilities of pediatric brains directly impact the ability to become literate and how this knowledge can influence literacy instruction will be discussed.