Reading, Executive Function — and Montessori

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The Montessori Observer

An interesting piece by New Yorker science and psychology blogger Maria Konnikova How Children Learn to Read, doesn’t mention Montessori, but it should!

Here’s the gist: UC San Francisco researchers published a three-year longitudinal study (paywall) of the neuroscience of reading development. They followed 5 and 6 year olds from kindergarten through third grade, measuring phonological and reading skills, cognitive and expressive ability, direction-following, family behavior patterns including reading at home and screen time, and brain growth. Konnikova talks to researcher Fumiko Hoeft about the findings, which aren’t what you might expect (emphasis added):

When Hoeft took into account all of the explanatory factors that had been linked to reading difficulty in the past—genetic risk, environmental factors, pre-literate language ability, and over-all cognitive capacity—she found that only one thing consistently predicted how well a child would learn to read. That was the growth of white matter in…

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