NJASP LCI BRAIN LITERACY TRAINING READING LIST AND TRAINING SUGGESTION

Thank you for choosing the NJASP LCI Brain Literacy Training! HERE ARE THE 3/5/2022 TRAINING WEBINARS

OPTIONAL READING LIST: The following optional reading list should facilitate your understanding of our 3/5 and 3/19 training. Just click on the reference for access. Please don’t distribute these readings, they are for your personal training use only as a registered workshop participant. Presentation handouts for notetaking will be uploaded in the near future.

 

A NOTE ABOUT VIRTUAL MODULE TRAINING: Here’s a lesson in understanding the brain’s relevance for learning: TAKE NOTES ON THE HANDOUTS DURING THE LECTURES! Why? If you just listen to the presenter, and look at slides, you are largely using only the back part of the brain to understand. When you take notes, you have to think through the content presented, paraphrase content in your own words, and write notes on your handouts, all of which facilitate learning. Thus, notetaking requires you to use the back AND front of the brain together, facilitating comprehension. This will be useful for your own learning in subsequent lectures and for doing the case studies exercises presented.

March 5th and 19th Readings (For Maximum Benefit Please Review Before Training)

The first four modules will be presented on March 5th:  Brain Literacy Within Multi-Tier Systems of Support (MTSS) (Module 1), A Model of Brain Functioning (Module 2), Understanding How Cognitive Processes Affect Instruction and Intervention (Module 3), and the Neuropsychology of Reading and Reading Disability (Module 4). The last three modules and case studies will be presented on March 19th: Neuropsychology of Mathematics and Mathematics Disability (Module 5), Neuropsychology of Writing and Writing Disabilty (Module 6), and Neuropsychology of Socioemotional Functioning and Psychopathology (Module 7)

Module 1
Brain Literacy and MTSS
3/5/22

Walker, Z., Hale, J. B., Annabel Chen, S. H., & Poon, K. (2019). Brain literacy empowers educators to meet diverse learner needs. Learning: Research and Practice, 5(2), 174-188.


Schneider, A. N., Parker, D. J., Crevier-Quintin, E., Kubas, H. A., & Hale, J. B. (2013). Luria and learning: How neuropsychological theory translates into educational practice. In B. J. Irby, G. Brown, & R. Lara-Alecio (Eds.), Handbook of Educational Theories. Charlotte, NC: Information Age Publishing, Inc.

 

Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., Davis, A., Decker, S., Denckla, M., Dumont, R., Elliott, C. Feifer, S., Fiorello, C., Flanagan, D., Fletcher-Janzen, E., Geary, D., Gerber, M., Gerner, M., Goldstein, S., Gregg, N., Hagin, R., Jaffe, L., Kaufman, A., Kaufman, N., Keith, T., Kline, F., Kochhar-Bryant, C., Lerner, J., Marshall, G., Mascolo, J., Mather, N., Mazzacco, M., McCloskey, G., McGrew, K., Miller, D., Miller, J., Mostert, M., Naglieri, J., Noggle, C., Ortiz, S., Phelps, L., Podhajski, B., Reddy. L., Reynolds, C., Riccio, C., Schrank, F., Schultz, E., Semrud-Clikeman, M., Shaywitz, S., Silver, L., Swanson, L., Urso, A., Wasserman, T., Willis, J., Wodrich, D., Wright, P., & Yalof, J. (2010). Critical Issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33, 223-236.

 

Hale, J. B., Fiorello, C. A., Kavanagh, J. A., Holdnack, J. A., & Aloe, A. M. (2007). Is the demise of IQ interpretation justified? A response to special issue authors. Applied Neuropsychology, 14, 37-51.

Hale, J. B., Kaufman, A., Naglieri, J. A., & Kavale, K. A. (2006). Implementation of IDEA: Integrating response to intervention and cognitive assessment methods. Psychology in the Schools, 43, 753-770.

Module 5
Mathematics and Mathematics Disability
3/19/22

Module 7
Socioemotional Functioning and Psychopathology
3/19/22

Module 6
Writing and Writing
Disability
3/19/22