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Research Sheds New Light on the Reading Brain

A growing body of research is shedding new light on reading processes and the reading brain. However, the scientific/research and the educational/teaching worlds have remained stubbornly separate and disconnected from one another. Here we present three vital lessons from the research community that can help teachers provide more effective reading instruction. These lessons tell us much about the importance of brain words—representations stored in the brain for word meaning, sound, and spelling—and how we can help students develop them.

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