Pat’s Annotated Bibliography of Books on the Brain
Updated July, 2014
Ackerman, Diane, A Natural History of the Senses, Vintage, Random House, New York, 1990
An intriguing, fascinating book on the science, mood, character and geography of the human senses. It is extremely well written. The Boston Globe’s review stated, “a heady, sometimes utterly engaging dive into the world around us from the hormonal effects of the smell of musk to the biological necessity of touch.”
Alkon, Daniel L., Memory’s Voice: Deciphering the Mind Brain Code, Harper Collins , New York, 1992.
This book traces the fascinating story of the search for the mechanisms of memory. It is an extremely readable of his own personal research which was given impetus by his desire to understand the tragic tale of his childhood friend, Michelle. Contains a fascinating theory of how early trauma may create memories that later become psychiatric disorders. Hardcover, 283 pages. IBSN# 0-06-018300-4.
Barrett, Susan L., It’s All in Your Head: A Guide to Understanding Your Brain and Boosting Your Brain Power. Free Spirit Publishing Inc., 400 First Avenue North, Suite 616, Minneapolis, MN 55401, 1992.
Barrett has written this “owner’s manual” on the brain as a text for students aged nine to fourteen. Clearly organized and delightfully illustrated, this book covers brain evolution and function, what intelligence is and isn’t, creativity, right and left hemispheres, problem solving, thinking skills, and gender differences in the brain. Also available is a teacher’s guide. Paperback, 150 pages. ISBN# 0-915739-45-8.
Begley, Sharon, Train Your Mind, Change Your Brain, Ballentine Books, New York, 2007.
Sharon Begley is one of the best science writers around and this is a great book that chronicles a meeting of leading Western scientists and the Dalai Lama in late 2004. Its main focus on the possibility of changing the structure and function of the brain by altering how we think and feel. She lets us know that nothing about our brains is set in stone. Hardcover, 304 pages. ISBN 10-1400063906.
Bruer, John T., The Myth of the First Three Years. The Free Press, New York, NY, 1999.
Bruer has written a controversial book that suggests parents have been sold a bill of goods if they believe that, “The first years last forever.” He contends that the child’s future is not fully shaped in the first three years and that the general public is mistaken in their belief that early experience is an all-or-nothing proposition. While Bruer is correct that much learning and cognitive development occur throughout childhood and often during one’s entire life, I feel that Bruer, while concentrating on cognitive development, neglects or discounts the effects of experiences on the emotional development of the child which has a great deal of research backing. ISBN #0-684-85184-9.
Buxton, Bonnie, Damaged Angels. Knopf, Canada, 2004
This book is a deeply moving personal history of a couple’s life with their adopted alcohol-affected daughter. The author holds nothing back in her description of how this child unwittingly savaged their family’s life and although her disabilities were invisible, they were permanent and would call for a lif-long commitment. Winnipeg pediatrician, Dr. Ab Chudley predicts in his forward to this book that it will surpass the phenomenal impact of Dorris’s the Broken Cord. 333 pages.
Caine, Geoffrey, and Caine, Renate Nummela, Making Connections: Teaching and The Human Brain, ASCD, Alexandria, VA, 1991.
This book explores the implications of recent brain research for teaching and learning. The authors propose 12 principles of “brain-based” learning that should guide the creation of learning experiences. The framework is well-defined with suggestions for “Orchestrated Immersion,” “Relaxed Alertness,” and “Active Processing.” Paperback, 180 pages. IBSN# 0-87120-179-8.
Caine, Geoffrey, and Caine, Renate Nummela, Education on the Edge of Possiblilty. ASCD, Alexandria, VA., 1997.
This is a powerful book which I strongly recommend for all educators. The Caines’ work proposes a new way of looking at learning and change based on a foundation of their revised and updated brain/mind principles that describe how the brain, mind, and body work together. They chronicle their work in schools, reports the results, and present their conclusions about how educators need to change they way they think and function to succeed in the 21st Century. Paperback, 275 pages. ISBN# 0-87120-282-4.
Calvin, William, and Ojemann, George, Conversations with Neil’s Brain: The Neural Nature of Thought and Language. Addison-Wesley, New York, 1994.
This book tells the story of neurosurgery undertaken to end the seizures of epileptics who cannot be helped with conventional drug therapy. In a novelistic style, the story of Neil is detailed before, during, and after his surgery. The book is written by the surgeon and neuroscientists as they explore the intricate landscape of the brain, and in so doing, reveal the mystery of human memory, thought, and language. Hardcover, 330 pages. IBSN # 0-201-63217-9.
Carter, Rita, Mapping the Mind. University of California Press, Berkeley, Los Angeles, London, 1998.
Mapping the Mind uses the latest brain scans and computer-generated drawings of the brain to take us on a fascinating journey through the human brain. Carter, a British science writer, does a beautiful job of explaining in clear language how the brain develops and the factors that influence it. The book also contains short articles written by imminent neuroscientists on their areas of study. The illustrations alone are worth the price of the book. Hardcover, 234 pages. ISBN # 0-520-21937-6.
Damasio, Antonio R., Descartes’ Error, G. P. Putnam’s Sons, New York, 1994.
Damasio has written an engaging, informative book that challenges the dualisms of mind vs. body and reason vs. feeling. He causes us to rethink the commonly-held notion that emotions interfere with wise decisions, and that places feelings in the proper role in human functioning. Hardcover, 312 pages. ISBN # 0-399-13894-3.
Davis, Joel. Mapping the Mind: The Secrets of the Human Brain and How it Works. Birch Lane Press, Secaucus, New Jersey, 1997.
Davis, is a science writer who insightfully describes in this book the recent revolutionary breakthroughs in solving the brain’s mysteries. In a very readable fashion, he discusses new brain imaging techniques, emotions, learning, memory, and language, and how the brain processes, stores, and uses the data received from the senses. This is an excellent book. Hardcover, 289 pages. ISBN# 1-55972-344-0.
Diamond, Marian, Enriching Heredity: The Impact of the Environment on the Anatomy of the Brain, Free Press, New York, 1988.
This book presents Diamond’s research in detail. It does not deal with the educational implications of the research. Hardcover, 165 pages. ISBN# 0-02-907431-2.
Diamond, Marian, and Hopson, Janet, Magic Trees of the Mind: How to Nurture Your Child’s Intelligence, Creativity, and Healthy Emotions from Birth Through Adolescence, Dutton – Penguin Putnam Inc., New York, 1998.
A fantastic book for all educators and parents which takes the reader through the evolutionary journey of the child’s brain. It is based on Diamond’s pioneering work on enriched environments and their effects on the brain, and on interviews with other noted scientists in the field. An added bonus is a comprehensive resource guide of related books, products, organizations, websites, and learning centers. Hardcover, 465 pages. ISBN 0-525-94308-0.
Doidge, Norman, The Brain That Changes Itself, Penguin Books, New York, 2007
The discovery that our thoughts can change the structure and function of our brains–even unto old age–is the most important breakthrough in neuroscience in four centuries. Theis book introduces both the brilliant scientists championing this new science of neuroplasticity and the astonishing progress of the people whose lives they’ve transformed. Paperback, 427 pages. ISBN # 978-0-14-311310-2.
Dorris, Michael, The Broken Cord, Harper Perennial.
Dorris tells the story of his life with his adopted son who had Fetal Alcohol Syndrome. This is an excellent, but heart-rending book. Paperback.
Eliot, Lise, What’s Going on in There?, Bantam Books, New York, 1999.
This is one of the best books I have read on the development of the brain from concept through the first five years. Eliot is a neuroscientist and a parent who writes in a clear, engaging style but does not skimp on the science. She follows the development of each of the senses in detail providing a clear picture of not only what is going on in there, but how parents can provide the appropriate stimuli for optimal development. Paperback, 533 pages. ISBN # 0-553-37825-2.
Fine, Cordelia, Delusions of Gender: How Our Minds, Society, and Neurosexism Create Difference, W.W. Norton, New York, 2010.
In this excellent book Fine debunks the myth of hardwired differences between men’s and women’s brains, unraveling the evidence behind such claims as men’s brains aren’t wired for empathy and women’s brains aren’t made to fix cars! Hardcover, 338 pages. ISBN 978-0-393-06838-2.
Fogarty, Robin, Brain Compatible Classrooms, Skylight Training and Publishing, Inc., Arlington Heights, Illinois, 1997.
A big plus for this book is its excellent synthesis of what current practitioners are presenting in the field of brain research and its applications to the classroom. Robin presents an overview of current thinking on the research as presented by Geoff and Renata Caine, Marian Diamond, Daniel Goleman, Eric Jensen, Ronald Kotulak, David Sousa, Bob Sylwester, and yes, even Pat Wolfe. Contains sections on defining brain-compatible classrooms, setting the climate for thinking, and the teaching of thinking skills. Paperback, 256 pages. ISBN 1-57517-044-2.
Gardner, Howard, The Unschooled Mind: How Children Think and How Schools Should Teach, Basic Books, New York, 1991.
In The Unschooled Mind, Gardner provides practical, well-grounded advice to school reformers who seek not rote learning but deep understanding. Drawing on the current state of cognitive research, he provides practical advice to school reformers. Hard cover, 300 pages. ISBN# 0-465-08895-3.
Gazzaniga, Michael, The Mind’s Past, The University of California Press, Berkeley, 1998.
A prolific writer, cognitive neuroscientist Gazzaniga shows in this book how our mind and brain accomplish the amazing feat of constructing our past, a process clear fraught with errors of perception, memory, and judgment. This small book is a provocative look at how the unconscious brain informs the conscious brain, making “us” the last to know. Hardcover, 200 pages. ISBN 0-520-21320-3.
Goleman, Daniel, Emotional Intelligence: Why it can matter more than IQ, Bantam Books, New York, 1995.
Drawing on brain and behavioral research, Goleman shows the factors at work when people of high IQ flounder and those of modest IQ do well. These factors add up to what he terms “emotional intelligence” which includes our self-awareness and impulse control, persistence, self-motivation, empathy and social deftness. Hardcover, 352 pages. ISBN#0-553-09503-x.
Grandin, Temple, Thinking in Pictures and other Reports from my Life With Autism, Doubleday, New York, 1995.
This is one of the most informative books I’ve read on the subject of autism. Temple Grandin gives us an “inside narrative” of autism weaving together her personal experience of living with autism and her scientist’s perspective on both autism and animal behavior. It contains an excellent discussion of the forms which autism can take and why autistics function at different levels. An excellent book. Paperback, 222 pages. ISBN# 0-385-47792-2.
Greenfield, Susan, The Human Brain: a Guided Tour, Basic Books, 1997
This is an extremely accessible book by a British author. It follows her earlier beautifully illustrated book on the same topic. It is particularly useful in helping one to view the brain from many different perspectives and in understanding why it is dangerous to view the brain too simplistically by assigning functions to single areas. It takes the reader through a journey from fertilized egg to fully developed organ, looking at the changes and adaptations that occur along the way. Hardcover, 160 pages. ISBN# 0-465-00725-2.
Greenspan, Stanley I., The Growth of the Mind: And the Endangered Origins of Intelligence, Addison Wesley, 1997
Greenspan focuses on the early development of emotion and its role in the growth of the mind, intellectually and emotionally. Especially interesting is his discussion of autism and the work he and his colleagues have done to ameliorate the symptoms of this disorder. This book is pertinent for all educators but especially those who work in early childhood. Hardcover, 350 pages. ISBN# 0-201-48302-5.
Hart, Leslie, Human Brain, Human Learning, Longman, New York, 1985.
Hart’s book is a somewhat of a classic in the field of the applications of cognitive research to teaching and learning. Unlike many books written about the brain, this one contains many practical suggestions on how to create school environments that help all learners to achieve. Paperback, 206 pages. IBSN# 0-582-28379-5
Healy, Jane M., Endangered Minds: Why Our Children Don’t Think, Simon and Schuster, New York, 1990.
Dr. Healy, a psychologist and educator, provides well-grounded scientific knowledge in a very readable style. Her contention is that today’s children are being raised in a neurally passive, language-deprived environment that poses a tremendous threat to their thinking processes. She also offers solutions that teachers and parents will find eminently workable. Hardcover, 366 pages. ISBN # 0-671-67349-1.
Healy, Jane, Failure to Connect: How Computers Affect Our Children’s Minds–for Better and Worse, Simon and Schuster, New York, 1998.
Healy outlines in this book her thoughts on the use of computers in today’s homes and schools. Based on hundreds of hours of research and interviews with school administrators, teachers, parents and students, she offers a timely examination of the central questions we must confront as technology increasingly influences the way we education our children. Hardcover, 346 pages. ISBN# 0-648-83136-8.
Jensen, Eric, Teaching with the Brain in Mind, ASCD, Alexandria, VA, 1998
This extremely popular book by Jensen, a prolific author and presenter, has taken complex and technical information on the brain and made it not only understandable and fun to read, but highly practical for the K-12 educator. It addresses the brain basics of how a brain develops, attention, stress, emotions, movement, and motivation within a format that relates each topic to its application in classrooms. Softcover, 133 pages. ISBN# 0-87120-299-9
Kotulak, Ronald, Inside the Brain: Revolutionary Discoveries of How the Mind Works, Andrews and McMeely, A Universal Press Syndicate Company, Kansas City, Missouri, 1996.
Pulitzer Prize-winning science writer Kotulak interviewed more than 300 brain researchers from around the world to write this, succinct, very readable book. One large section of the book focuses on the effects of drugs and alcohol and on the effects of violence and stress on kid’s brains. Hardcover, 194 pages. ISBN# 0-8362-1043-3.
Le Doux, Joseph, The Emotional Brain, Simon & Schuster, New York, 1996.
Le Doux begins this book by discussing the history of efforts to understand emotions and how they relate to cognition. He explores the origin of emotions, how some are hard-wired into the brain’s circuitry and how others are learned through experience. This is state-of-the-art research presented in a highly readable fashion. It is highly recommended. Hardcover, 384 pages. ISBN# 0-684-80382-8.
Lewis, T., Amini, F., & Lannon, R., A General Theory of Love, Vintage, New York, 2000.
This is a must read for all who want to understand the science of human emotions and the implications for building relationships between adults, between teachers and students and between parents and their children. A review in the San Francisco Examiner stated, “A rare example of the fusing of scientific rigor with literary eloquence.” Indeed, this book is written in beautiful prose! Softcover, 274 pages. ISBN#0-375-70922-3.
Lewis, Keeta DeStefano, Infants and Children with Prenatal Alcohol and Drug Exposure: A Guide to Identification and Intervention. Sunrise River Press, North Branch, Minnesota, 1995.
Written by a nurse who is an expert and a practitioner in the field, this edited book will serve as an invaluable guide to those designated with the task of identifying and working with children who were prenatally exposed to alcohol and/or drugs. Service delivery, developmental assessment, and environmental and legal issues are also addressed.
Medina, John, Brain Rules, Pear Press, Seattle, Washington, 2008.
Medina shares how the brain sciences might influence the way we teach our children and the way we work.. In each chapter, he describes a Brain Rule–what scientists know for sure about how our brains work–and then offers transformative ideas for our daily lives. Paperback, 299 pages. ISBN 978-0-9797777-4-5.
Ornstein, Robert, The Right Mind, Harcourt Brace & Co., New York, 1997.
Since his earlier books were published, Ornstein has modified his views on the two hemispheres of the brain. This book outlines these new views. He argues that while the left hemisphere processes information, the right hemisphere sets the context and provides the direction, allowing us to make sense of it all. Fascinating, yet easy to read. Paperback, 200 pages. ISBN 0-15-600627-08.
Posner, Michael and Rothbart, Mary, Educating the Human Brain. American Psychological Association, Washington, DC. 2007.
This is one of the first books written for educators by two leading neruoscientists. It contains current research on many aspects of the child’s learning brain focusing on their social, cognitive and sensory development. Some of the topics covered are attention, emotion and cognition, the coding and organizing of information, literacy, numberacy and expertise. Hardcover, 263 pages. ISBN # 13-978-1-59147-381-7.
Pert, Candace. Molecules of Emotion: The Science Behind Mind-Body Medicine. Touchstone, a division of Simon and Schuster, New York, NY, 1997
In this book, Pert explains her pioneering research on how the chemical inside our bodies form a dynamic information network linking the brain and body. It is a provocative and revolutionary book that attempts to establish the biomolecular basis for our emotions and answer questions such as, “Why do we feel the way we feel?,” “How do our thoughts and emotions affect our health?,” and “Are our bodies and minds distinct from each other or do they function together as parts of an interconnected system?” ISBN #0-684-83187-2.
Parry, Terence and Gregory, Gayle, Designing Brain-Compatible Learning, Skylight Learning and Publishing, Arlington Heights, Illinois, 1998.
Gregory and Parry have tackled the challenging job of translating the brain research into classroom practice. They provide teachers with what they’ve been asking for, a user-friendly guide to brain-compatible instruction. Three major instructional methodologies are the focus for a large part of the book: Cooperative Group Learning, Thinking Skills, and Graphic Organizers. Readers will find guidelines for using each of these strategies along with numerous examples of what they look like in classrooms. This is a must for the teacher’s bookshelf! Paperback, 200 pages. ISBN 1-57517-042-6
Ramey, Craig T and Ramey, Sharon L., Right from Birth: Building Your Child’s Foundation for Life, Goddard Press, New York, 1999.
Authors Craig and Sharon Ramey are internationally renowned experts who have done the most extensive research to date on how to permanently enhance the development of young children. Over the past three decades, they have studied thousands of children from all walks of life and at every level of development, from “at risk” to gifted. In this book, the Rameys make sense of the total body of child development research, showing what works and what counts in caring for young children. Paperback, 260 pages. ISBN 0-9666379-1-5.
Ratey, John, A User’s Guide to the Brain: Perception, Attention, and the Four Theaters of the Brain, Pantheon, New York, 2001.
Ratey, a professor at Harvard, has written an excellent book that proves to be just what the title says, an excellent guide for understanding the human brain. I would add that the book is user friendly, written in an understandable style with information for the person just beginning a study of the brain as well as the more advanced student. He draws examples from his own practice, from research and from everyday life. Addresses development from prenatal through adult. Hardcover, 404 pages. ISBN 0-679-45309-1.
Restak, Richard, Receptors, Bantam, New York, 1993.
Restak cites a series of discoveries showing that receptors are the gatekeepers of everything we know and feel. He makes the important point that everyone’s brain is always on drugs–whether those drugs are the body’s own neurotransmitters or prescriptions antidepressants or street-synthesized LSD. He makes his points through a series of stories, most of them focused around a particular scientist in history. Paperback, 216 pages. ISBN# 0-553-37441-9.
Sapolsky, Robert, Why Zebras Don’t Get Ulcers, W.H. Freeman and Company, New York, 1994.
This book gives an excellent explanation of what happens physiologically when people remain stressed over a long period of time. Written in an amusing–but scientifically accurate style–Sapolsky gives the readers a clear description of the workings of the stress response. Drawing on the latest research, he describes how stress and stress hormones affect your brain. This is first-rate science for the nonscientist. Paperback, 368 pages. ISBN 0-7167-2718-8.
Schacter, Daniel L., Searching for Memory: The Brain, the Mind, and the Past, Basic Books, New York, 1996.
An excellent book describing new breakthroughs in the study and understanding of memory. It contains information on how and why the new research on the brain may change our understanding of everything from false memory to Alzheimer’s Disease. Schacter uses well-known works of art to illustrate many of his points. Hardcover, 398 pages. ISBN# 0-465-02502-1.
Schacter, Daniel L., The Seven Sins of Memory. Houghton Mifflin, 2001.
Schacter, chairman of the psychology department at Harvard, reviews decades of research to explain how many common memory “problems” are side effects of system features we wouldn’t want to do without. The book is organized by examining each of the seven “sins” (bias, transience, absent-mindedness, blocking, misattribution, suggestibility and persistence.) You’ll feel better about your memory after reading this book! Hardcover, 270 pages. ISBN #0-618-04019-6.
Schwartz, Jeffrey & Begley, Susan, The Mind and the Brain: Neuroplasticity and the Power of Mental Force. Harper Collins Publishers Inc., 2002.
In his work treating patients with obsessive-compulsive disorder, Schwartz discovered that by focusing his patients attention away from negative behaviors toward positive ones, they were able to make permanent changes to their own neural pathways. In this fabulous book, he demonstrates the brain’s plasticity, the ability to be drastically rewired throughout life and challenges the conventional wisdom that the brain and mind are the same thing.Hardcover, ISBN#0-06-098847-9.
Schroeder, Cheryl A., Modern Concepts in Fetal Alcohol Syndrome and Fetal Alcohol Effects, 1994.
Includes specific and practical information on FAS and FAE, strategies to use in working with affected families, tips for support professionals, effective educational strategies, and community involvement suggestions. Available from Creative Consultants, Inc., P.O. Box 6023, Laramie, WY 82070, or call Dr. Schroeder at (307) 745-3435 to order.
Shonkoff, Jack P. and Phillips, Deborah A., Editors, From Neurons to Neighborhoods: The Science of Earl Childhood Development. National Research Council and Institute of Medicine, National Academy Press, Washington, D.C.,2000.
This book summarizes a wealth of new findings from neurobiology and the behavioral/social sciences regarding the early development of the child’s brain. Written for parents and caregivers, it tackles the issues on development of play, parental stress, caregivers vs parents and “enriched” environments. Excellent book. ISBN #0-309-06988-2.
Seigel, Daniel J., The Developing Mind. Guilford Press, New York, NY, 1999.
Seigel has presented an excellent analysis and synthesis of the research on brain development in young children. Drawing from both neuroscience and attachment theory, he presents a vast amount of material carefully ordered to explore how interpersonal relationships influence the genetically programmed human mind. This is not an easily read book, but is worth the time and effort to understand the author’s excellent contribution to the field of brain development in the young child. Hardcover, 394 pages. ISBN #1-57230-453-7.
Small, Gary & Vorgen, Gigi, iBrain: Surviving the technological alteration of the modern mind, Harper Collins Publisher, New York, 2008.
This book explores how technology’s unstoppable march forward has altered the way young minds, develop, function, and interpret information. Hardcover, 240 pages. ISBN13:978-0-06-134033-8.
Snowden, David, Aging with Grace. Bantam Books, a division of Random House, Inc., New York, NY, 2001.
In this marvelous book, Snowden chronicles his research designed to understand both the normal aging process and Alzheimer’s Disease. For the past 15 years Snowden has studied 678 Catholic sisters (ranging in age from 75 to 106) in what is commonly known as The Nun Study. The results of his work are important for everyone who wants to know how to live not only longer lives, but healthier, more meaningful lives. Hardcover, 242 pages. ISBN #0-553-80163-5.
Sousa, David, How the Brain Learns, Corwin Press.
This is a reader-friendly book for teachers, staff developers and administrators. David presents an excellent model of the brain’s memory systems as well as a host of practical classroom applications. A companion “Learning Manual” is also available. Order from The Brain Store, 1-800-325-4769.
Sousa, David (Editor), Mind, Brain, and Education Soution Tree Press, Bloomington, Indiana, 2010.
This book brings together the visionaries in educational neuroscience, an emerging field that unites psychology, neuroscience, and pedagogy. The contributors explain the significant research on how the brain develops and learns, explore its implications for educational practice, and offer new ways of thinking about intelligence and academic ability. Hardcover, 302 pages. ISBN # 987-1-935249-63-4.
Sylwester, Robert, The Adolescent Brain: Reaching for Autonomy. Corwin Press, Thousand Oaks, CA, 2007.
This book makes an outstanding contribution to the field. It is clear, concise and flows easily from one cleverly-titled chapter to the next. Sylwester uses metaphors beautifully, making the information very accessible to the lay reader. It contains excellent advice for both teachers and parents on dealing with adolescents. Hardcover, 175 pages. ISBN 10-1412926114.
Sylwester, Robert, How to Explain a Brain. Corwin Press, ThousandOaks, 2004.Robin Fogarty writes, “A delicious and nutritious alphabet soup for brain aficionados.” This book is a wonderful encyclopedia of brain terms containing over 300 entries and cross references created to help educators understand key concepts about our brain’s organization, development and learning capabilities. Paperback, 200 pages. ISBN 10-1412906393.
Making Schools Better by Tracey Tokumama Espinosa. 2014.This is the third book Tracey has authored based on her wonderful doctoral dissertation. It is a must-read for every educator who is willing to question and enhance their practice to deliver a better, research-based curriculum with improved methods for the benefit of their students. It blends learning theory and research (the why) with strategies for clearly identified instructional goals (the how).
Wolfe, Pat, Brain Matters: Translating the Research to Classroom Practice, Second Edition , ASCD, Alexandria, VA, 2010
This book is written primarily for educators to assist them in understanding brain functioning and to provide examples of how to match teaching practices to how the brain learn best. Part I is a mini textbook on brain anatomy and physiology, Part II describes brain development from birth through adolescence Part III describes how the brain encodes, manipulates, and stores information and Part IV gives examples of various brain-compatible strategies. Paperback, 246 pages. ISBN 978-1-4166-1067-0.
Wolfe, Pat and Nevills, Pam, Building the Reading Brain, Prek-3 Corwin Press, Thousand Oaks, Ca, 2004.
This book explains the development of the young brain, the acquisition of language as preparation for reading and the nurturing and instruction process from birth to age eight. It explains how the brain of a child masters the reading process of decoding print and reading with fluency and comprehension. Also addressed are dyslexia, intervention suggestions for children who have difficulty in mastering the reading process and activities to support phonemic awareness, phonics, vocabulary, comprehension, and the related literacy skills of writing and spelling. Paperback, 182 pages. ISBN 0-7619-3904-0
Wurtman, Judith, Managing Your Mind and Mood Through Food, Harper Row, (Perennial Library) New York, 1986.
In this book Dr. Wurtman, a renowned M.I.T. scientist, explains how what we eat and when we eat it affects our moods, mind, and lives. She focuses on how carbohydrates and proteins interact in the body, and how to use this knowledge to make the mind more alert or to focus and relax the mind. Paperback, 275 pages. ISBN 0-06-09138 – X.
Zull, James E., The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning, Stylus Publishing, LLC, Sterling, VA 2002
This is an excellent book about the brain and learning, especially for secondary and university educators. It is written in easily understandable language and gives numerous examples of how teachers can improve student learning by understanding how they learn. Paperback, 262 pages. ISBN 1-57922-054-1.