Does learning to read at pre-school age steal childhood?

Authors

DOI:

https://doi.org/10.24917/20837283.8.1

Keywords:

teaching to read in the early years, Simultaneous-Sequential Learning to Read®, impact of reading skills on brain development

Abstract

This article presents the results of neuroscientific research indicating the impact of early reading instruction on the development of cerebral cortical structures. The article includes the results of experimental research on the effectiveness of the use of Simultaneous-Sequential Reading Learning® in preschool education and in longitudinal individual experiments. 

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Published

2024-12-27

How to Cite

Cieszyńska-Rożek, J. (2024). Does learning to read at pre-school age steal childhood?. ANNALES UNIVERSITATIS PAEDAGOGICAE CRACOVIENSIS. STUDIA LOGOPAEDICA, 400(VIII). https://doi.org/10.24917/20837283.8.1

Issue

Vol. 400 No. VIII (2024)

Section

Articles