The RAVE-O Intervention: Connecting Neuroscience to the Classroom (original) (raw)

2009, Mind, Brain, and Education

This article explores the ways in which knowledge from the cognitive neurosciences, linguistics, and education interact to deepen our understanding of reading's complexity and to inform reading intervention. We first describe how research on brain abnormalities and naming speed processes has shaped both our conceptualization of reading disabilities and the design of a multicomponent reading intervention, the RAVE-O program. We then discuss the unique ways this program seeks to address the multiple and varied sources of disruption in struggling readers. Finally, we present efficacy data for the RAVE-O reading intervention across multiple school settings. Wonderful ideas are not born (Duckworth, 1996), they are connected. Each wonderful idea rests on the human mind's ability to make novel connections out of familiar perceptions and concepts. Underlying this ability is one of the brain's unique design features: the capacity of already existent circuits of neurons to forge whole new pathways among themselves. Because of this plasticity, we are genetically poised to make novel neuronal connections, the basis of all cognitive breakthroughs. The brain's acquisition of reading is a penultimate example of this: to read, the brain must build new connections among circuits designed thousands of years ago for older visual, auditory, linguistic, and cognitive operations. Such a new arrangement of circuits makes reading both a remarkable

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