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Reading and Learning Research

The Adaptable Mind

John Zerilli’s book, The Adaptable Mind: What Neuroplasticity and Neural Reuse Tell Us about Language and Cognition, asks a big question: How does the brain really work? Especially: Does it have special parts for things like language, or does it reuse the same parts for many different things?

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Jun 10, 2025The Edublox Team
article-featuredEdublox
Reading and Learning Research

Why Computer-Based Reading Often Falls Short for Struggling Readers

While educational technology can offer exciting tools, it’s essential to recognize its limitations when used inappropriately — especially for children with reading disabilities. Here’s why computer-based reading often doesn’t work unless carefully designed and supported.

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Jun 7, 2025Sue du Plessis
article-featuredEdublox
Reading and Learning Research

Surface Dyslexia in Chinese

Weekes and Chen (1999) report the case of LJG, a Chinese-speaking patient with anomia and semantic impairment following a left hemisphere cerebrovascular accident.

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Jun 4, 2025The Edublox Team
article-featuredEdublox
Reading and Learning Research

Correlation Between Vocabulary and Reading Comprehension

Vocabulary and reading comprehension are tightly interwoven elements of literacy development. Research across multiple disciplines consistently demonstrates a strong, positive correlation between students’ vocabulary knowledge and their ability to comprehend written text.

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May 25, 2025Sue du Plessis
article-featuredEdublox
Reading and Learning Research

Correlation Between Vocabulary and Phonological and Phonemic Awareness

Vocabulary, phonological awareness, and phonemic awareness are foundational components of early language and literacy development. While each is a distinct skill, research increasingly supports a dynamic, reciprocal relationship among them, particularly during the early years of reading acquisition.

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May 23, 2025Sue du Plessis
article-featuredEdublox
Reading and Learning Research

Interactions Between Short-Term and Long-Term Memory in the Verbal Domain

The book "Interactions Between Short-Term and Long-Term Memory in the Verbal Domain" by Annabel Thorn and Mike Page explores how short-term memory (STM) and long-term memory (LTM) work together in verbal tasks such as speaking, listening, and remembering language.

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May 22, 2025The Edublox Team
article-featuredEdublox
Reading and Learning Research

Developmental Dyscalculia: Fresh Perspectives

The 2013 editorial Developmental Dyscalculia: Fresh Perspectives by Szűcs and Goswami offers a comprehensive review of theoretical and practical issues in understanding and diagnosing developmental dyscalculia (DD).

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May 21, 2025The Edublox Team
article-featuredEdublox
Reading and Learning Research

Ten Myths in Special Education

In an insightful article, "Ten Faulty Notions About Teaching and Learning That Hinder the Effectiveness of Special Education,” William L. Heward critiques ten commonly held beliefs about teaching and learning that hinder effective instruction in special education.

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May 20, 2025The Edublox Team
article-featuredEdublox
Reading and Learning Research

Dyslexia in Children: Multidisciplinary Perspectives

Dyslexia in Children: Multidisciplinary Perspectives (1994) presents a wide-ranging, multidisciplinary examination of dyslexia, moving beyond the traditional view of it as a purely reading-related disorder.

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May 19, 2025The Edublox Team
article-featuredEdublox
Reading and Learning Research

Why Don’t Students Like School?

In his acclaimed book, Why Don’t Students Like School?, Willingham tackles one of education’s most persistent questions: Why do many students find school unenjoyable or unengaging?

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May 19, 2025The Edublox Team
article-featuredEdublox
Reading and Learning Research

“Matthew Effects in Reading” by Keith E. Stanovich

Keith Stanovich’s 1986 article introduces the concept of the Matthew Effect in reading, a term drawn from the biblical Gospel of Matthew—“the rich get richer and the poor get poorer.” In literacy, this concept explains how small early advantages in reading ability can snowball into significant disparities over time.

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May 19, 2025The Edublox Team
article-featuredEdublox
Reading and Learning Research

Why is Rapid Automatized Naming Related to Reading?

A study by Georgiou et al., Why is Rapid Automatized Naming Related to Reading? (2013), investigates why rapid automatized naming (RAN)—the ability to quickly name familiar visual items like digits or objects—is so strongly related to reading ability.

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May 18, 2025The Edublox Team