Researchers studied children with and without attention deficit hyperactivity disorder (ADHD), and found that inattentiveness was linked to worse academic performance up to 10 years later, regardless of ADHD, even when they accounted for the children’s intellectual ability.
Children whose parents provide them with learning materials like books and toys and engage them in learning activities and meaningful conversations in infancy and toddlerhood are likely to develop early cognitive skills that can cascade into later academic success, finds a new study by NYU’s Steinhardt School of Culture, Education, and Human Development.
Researchers have found that genetics significantly affect learning abilities. That’s not to say, however, that academic achievement is entirely pre-determined. Learning environment does have an important effect on test scores, and possibly even more so in some cases.
Gifted education is a broad term to describe programs and practices used in the education of students who demonstrate exceptional abilities to learn or reason. Currently, more than 3 million students are enrolled in gifted programs nationwide. But gifted programs may not be the best learning environment for some students, according to a new study.
Join us for our first post in a new series from our founder, Nancy Rowe.
A teacher of mine once commented, “language begins with the idea in the mind of the child.” I have never forgotten the truth of that moment.
Continue reading “Building Brain Habits: Sharing Chores”
We usually think of math and reading skills as two distinct abilities; you’re either good with numbers or words. A new study may debunk this notion that our brains are either adept at math or reading.
Children experience many phases and changes during their school years, and its tempting to think they will grow out of most of their difficult phases. But a new study shows that children with early attention problems are at risk for worse academic outcomes in high school.
A recent study published in The Journal of Neuroscience used brain imaging to characterize the brain networks of young adults with Attention Deficit Hyperactivity Disorder (ADHD) compared to a group without it. The results showed that the frontal, temporal, and occipital cortices were abnormally connected within the brain of individuals with ADHD. The findings also revealed a deficit in both emotional/motivational and attentional/perceptual control systems in ADHD.