Rebecca Gotlieb
Rebecca Gotlieb, PhD is a human developmental psychologist and educational neuroscientist. She is an Assistant Researcher in the School of Education and Informational Studies at the University of California Los Angeles (UCLA). Dr. Gotlieb is a member of both the Center for Dyslexia, Diverse Learners, and Social Justice and of the University of California/California State University Collaborative for Neurodiversity and Learning. Dr. Gotlieb’s work examines the coordinated development of literacy and social emotional functioning in early childhood through young adulthood. She has contributed numerous publications to advancing the study of individual differences in the field of Mind, Brain, and Education. Dr. Gotlieb completed her Ph.D. as a National Science Foundation Research Fellow in the Center for Affective Neuroscience, Development, Learning and Education at the University of Southern California and completed post-doctoral training at UCLA.
Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning for Students With and Without Dyslexia
Increasingly, there are calls for the need to support the literacy development of the whole child by considering their social-emotional development, cultural context, and profile of (dis)abilities. Rooted in a synthesis of available research from neuroscience, psychology, and education, this session will present evidence of and implications that literacy and social-emotional development are coordinated, individually variable, dynamic and sensitive to contextual influences. This coordinated developmental process highlights the heterogeneity that exists within the category of dyslexia and reveals important principles to incorporate when preparing teachers to meet the needs of students with dyslexia. Helping children, and especially children with dyslexia, to organize their brains and minds for literacy requires the use of culturally inclusive, emotionally responsive and developmentally appropriate instructional practices, aligned with the latest evidence from the science of reading. In this session, we will explore some of those practices.
Topics: Dyslexia and the Brain, Science of Reading and Dyslexia