The Utility of Neuroimaging Studies for Informing Educational Practice and Policy in Reading Disorders

Jessica M. Black; Chelsea A. Myers; Fumiko Hoeft

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The Utility of Neuroimaging Studies for Informing Educational Practice and Policy in Reading Disorders

机译：神经影像学研究对阅读障碍的教育实践和政策的指导作用

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Educational neuroscience is an emerging scientific field that brings together researchers from neuroscience, psychology, and education to explore the neurocognitive processes underlying educational practice and theory. In this brief article, we take reading disorder (RD, also known as developmental dyslexia) as an example, and explore trends in neuroimaging research, which may have future implications for educational practice and policy. Specifically, we present two examples that have been central to research efforts in our laboratory: (a) utilizing multimodal neuroimaging to optimize criteria to diagnose RD, and (b) identifying neuroimaging markers that predict future academic outcomes. Such research is faced with important challenges, and rigorous validation is necessary before any claims of the widespread practical utility of neuroimaging can be made. Nevertheless, we contend that neuroimaging studies offer opportunities for providing critical information that could lead to advancing theory of reading and RD. This could in turn lead to better diagnostic criteria and more accurate and earlier identification of RD. ? 2015 Wiley Periodicals, Inc.

机译：教育神经科学是一个新兴的科学领域，汇集了来自神经科学，心理学和教育领域的研究人员，以探索作为教育实践和理论基础的神经认知过程。在这篇简短的文章中，我们以阅读障碍（RD，也称为发育性阅读障碍）为例，并探讨神经影像研究的趋势，这可能对教育实践和政策产生影响。具体来说，我们提供了两个对我们实验室的研究工作至关重要的例子：（a）利用多模式神经影像来优化诊断RD的标准，以及（b）识别可预测未来学术成果的神经影像标记。这样的研究面临着重要的挑战，在对神经成像的广泛实用性提出任何主张之前，必须进行严格的验证。尽管如此，我们认为神经影像学研究提供了提供关键信息的机会，这些信息可能导致阅读理论和RD的发展。反过来，这可能会导致更好的诊断标准以及更准确，更早地识别RD。？ 2015年Wiley Periodicals，Inc.

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《New directions for child and adolescent development》 |2015年第null期|共8页
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Jessica M. Black; Chelsea A. Myers; Fumiko Hoeft;
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中图分类儿童心理学;青少年心理学;
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implications; identification; information;

机译：含义;识别;信息;

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1. The Utility of Neuroimaging Studies for Informing Educational Practice and Policy in Reading Disorders [J] . Jessica M. Black, Chelsea A. Myers, Fumiko Hoeft New directions for child and adolescent development . 2015,第Null期

机译：神经影像学研究对阅读障碍的教育实践和政策的指导作用
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3. Dialysis outcomes and practice patterns study (DOPPS): Its strengths, limitations, and role in informing practices and policies [J] . RobinsonB.M., BieberB., PisoniR.L., Clinical journal of the American Society of Nephrology: CJASN . 2012,第11期

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4. Closing the practice gap: Studying boundary spanning in engineering practice to inform educational practice [C] . Brent K. Jesiek, Natascha Trellinger, Swetha Nittala IEEE Frontiers in Education Conference . 2017

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6. The Utility of Neuroimaging Studies for Informing Educational Practice and Policy in Reading Disorders [O] . Jessica M. Black, Chelsea A. Myers, Fumiko Hoeft -1

机译：神经影像学研究对阅读障碍的教育实践和政策的指导作用
7. Home > All Content > Vol 50, No 1 (2019) Exploring Research–Policy Partnerships in International Development Cover Page Edited by: James Georgalakis and Pauline Rose June 2019 Volume 50 Issue 1 This issue aims to identify how partnerships focused on the production of policy-engaged research seek to achieve societal impact and explores the challenges in these processes. The collaborations analysed span academia, civil society and government, from the grassroots to the national and global levels. By locating these examples within the broader debates on interactions between researchers and research users designed to strengthen evidence informed decision making, this publication offers concepts and practices to inform those funding, designing and undertaking development research. The featured case studies are explored through the perspectives of both researchers and their partners in civil society and policy. They are predominantly taken from a diverse portfolio of research projects funded through the UK’s Economic and Social Research Council (ESRC) and the Department for International Development (DFID) Strategic Partnership. A collaboration with the Impact Initiative, this IDS Bulletin is essential reading for all those in research organisations, development agencies and donors committed to the better use of evidence and learning for development. Exploring Research–Policy Partnerships in International Development James Georgalakis, Pauline Rose DOI: 10.19088/1968-2019.100 ABSTRACT FULL ISSUE PDF Foreword Diana Dalton DOI: 10.19088/1968-2019.102 ABSTRACT PDFONLINE ARTICLE Introduction: Identifying the Qualities of Research–Policy Partnerships in International Development – A New Analytical Framework James Georgalakis, Pauline Rose DOI: 10.19088/1968-2019.103 ABSTRACT PDFONLINE ARTICLE Rethinking Research Impact through Principles for Fair and Equitable Partnerships Kate Newman, Sowmyaa Bharadwaj, Jude Fransman DOI: 10.19088/1968-2019.104 ABSTRACT PDFONLINE ARTICLE Pathways to Impact: Insights from Research Partnerships in Uganda and India Rachel Hinton, Rona Bronwin, Laura Savage DOI: 10.19088/1968-2019.105 ABSTRACT PDFONLINE ARTICLE Exploring Partnerships between Academia and Disabled Persons’ Organisations: Lessons Learned from Collaborative Research in Africa Maria Kett, Mark T. Carew, John-Bosco Asiimwe, Richard Bwalya, Anderson Gitonga, Boakai A. Nyehn, Joyce Olenja, Leslie Swartz, Nora Groce DOI: 10.19088/1968-2019.106 ABSTRACT PDFONLINE ARTICLE Layered and Linking Research Partnerships: Learning from YOUR World Research in Ethiopia and Nepal Vicky Johnson, Anannia Admassu, Andrew Church, Jill Healey, Sujeeta Mathema DOI: 10.19088/1968-2019.107 ABSTRACT PDFONLINE ARTICLE Fundamental Challenges in Academic–Government Partnership in Conflict Research in the Pastoral Lowlands of Ethiopia Mercy Fekadu Mulugeta, Fana Gebresenbet, Yonas Tariku, Ekal Nettir DOI: 10.19088/1968-2019.108 ABSTRACT PDFONLINE ARTICLE Regional Research–Policy Partnerships for Health Equity and Inclusive Development: Reflections on Opportunities and Challenges from a Southern African Perspective [O] . Nicola Yeates, Themba Moeti, Mubita Luwabelwa 2019

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The Utility of Neuroimaging Studies for Informing Educational Practice and Policy in Reading Disorders

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