Using Cognitive Neuroscience Principles to Design Efficient Reading Programs: Case Studies from India and Malawi Cognitive Neuroscience to Design Literacy Programs

Radhika Iyengar
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引用次数: 2

Abstract

The hidden crisis in education has come to light since the past decade. Millions of school-going children remain illiterate, even after spending 2-3 years in school. This paper explores a cognitive neuroscience driven method to improve children’s reading in two local languages--Chichewa (Malawi) and Telugu (Telangana, India). The paper first presents the science behind how children learn using this science-driven model. It then presents the process of contextualization of this literacy method for Malawi and Telangana, India. The contextualization and adaptation processes lead to some generalized principles that could be applied to other local language literacy programs. The study looks at sequencing of letters, font size and type, teacher training modalities as well as classroom delivery processes, which are all key components for any early literacy intervention. The study also focuses on cost-cutting measures to aid in full implementation and scale-up for a low resourced educational setting.
使用认知神经科学原理设计有效的阅读项目:来自印度和马拉维的案例研究认知神经科学设计扫盲项目
近十年来,教育中隐藏的危机逐渐暴露出来。数百万学龄儿童仍然是文盲,即使在学校里呆了2-3年。本文探讨了一种认知神经科学驱动的方法来提高儿童的两种当地语言阅读能力——奇切瓦语(马拉维)和泰卢固语(印度特伦加纳)。这篇论文首先介绍了儿童如何使用这种科学驱动的模式学习背后的科学。然后介绍了马拉维和印度特伦加纳邦这种识字方法的背景化过程。情境化和适应过程产生了一些可以应用于其他当地语言扫盲计划的通用原则。该研究着眼于字母顺序、字体大小和类型、教师培训模式以及课堂教学过程,这些都是早期识字干预的关键组成部分。该研究还侧重于削减成本的措施,以帮助在资源匮乏的教育环境中全面实施和扩大规模。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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