By James P. Byrnes PhD, Barbara A. Wasik PhD
Kid's talking, analyzing, and writing abilities are heavily hooked up, and this enticing textual content courses preservice and training academics in selecting tutorial options that advertise the built-in improvement of those abilities. The authors discover the principles of language within the constructing mind and convey how language acquisition in early early life impacts later literacy and language use. Chapters conceal phonological talents, vocabulary, grammatical wisdom, comprehension, and writing, in addition to tutorial thoughts and courses. The e-book examines why a few scholars fight with specific language and literacy projects and the way motivation and sociocultural elements impact skillability. wealthy school room vignettes and examples of potent instructing thoughts are followed by means of available factors of proper learn.
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Additional info for Language and Literacy Development: What Educators Need to Know (Solving Problems in the Teaching of Literacy)
Sample text
As Finlay and Darlington (1995) note, an additional 17 doublings of precursor cells can yield 131,000 times the final number of neurons (roughly the difference in the number of neurons found between the brains of humans and shrews). How does a developing brain know when to stop proliferating cells? One possibility is that the proper number of mitotic divisions is encoded somewhere in the DNA of precursor cells. , 1997). Regardless of which of these possibilities turns out to be the case, it is clear that proliferation is largely under the control of genetic instructions.
In each case, there is evidence that the substance has the potential to interfere with the processes of proliferation, migration, and differentiation. In the final section of this chapter, we explore possible reasons why these drugs seem to affect the offspring of animals more than the offspring of humans. Summary The preceding discussion focused on five factors that have been found to produce individual differences in brain structure: genes, environmental stimulation, nutrition, steroids, and teratogens.
As cells migrate, they overlap, pass by, make contact with, and adhere to one another in a complex way (Edelman, 1992; Rakic, 1993). , 1997). The stochastic, “bump-and-grind” quality of the migration process means that genetic instructions are not really analogous to blueprints. ), two brains built from the same set of genetic instructions could be rather different. The latter point provides a nice segue to a second line of work that provides further insight into the role of genetics in brain development.