Understanding Reading Anxiety: New Insights from Neuroscience |
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| Authors: | Mary Renck Jalongo Rae Ann Hirsh |
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| Institution: | (1) Indiana, PA, USA |
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| Abstract: | Recent advances in research have furthered understanding of the many roles that emotions play in fostering effective learning.
This editorial argues, against fashion, that the affective domain is neither separate from nor less significant in the learning
process than the cognitive domain. It begins with a vignette of a struggling reader. It then defines emotions and explains
their role in learning, using cognitive psychology and neuroscience as the research base. Next, it examines the influence
of the affective domain on learning to interpret symbols. The editorial concludes with an analysis of reading anxiety and
recommendations for practice. |
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