Academic Research
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The underlying principles contained within the Neuro-Semantic Language Learning Theory and Arwood’s Neuro-Education Model were developed by Dr. Ellyn Arwood over the course of 40 years. Since that time, the proposition that all children can learn – when the input they are provided matches the strengths of their neurobiological learning system – has been researched by numerous educators and scholars. The following sections present a selection of research on Neuro-Education from both peer-reviewed and narrative-based studies.
Peer-Reviewed Research
Categories & Themes of Research:
Neuro-Education Theory, Literature, & Paradigm
Neuro-Education Theory for Assessments and Diagnoses
Neuro-Education Methods & Effects: Language Acquisition for Literacy and Other Academics
Neuro-Education Methods & Effects: Social Functions and Metacognition
Neuro-Education as an Educational Research Model
Transformative, Adult Learning through the Lens of Neuro-Education
Academic Journal Articles:
(2017) Carol Lam & Ellyn Lucas Arwood: Using Neuroeducation as a Model to Evaluate the Effect of Imagery on Chinese Character Writing. Sino-U.S. English Teaching.
Abstract: The authors evaluated the effect of visual imagery strategies (mental pictures) in memorizing Chinese character writing by English-speaking high school students. The authors found that the imagery effect is consistent with Neuro-Education theory. This study suggests that the learner’s levels of meaning determine the rate of character recall through mental images, with the images generated in the context resulting in the highest long-term mental recall.
Categories: 2, 3
(2009) Ellyn Lucas Arwood & Joanna Kaakinen: SIMulation Based on Language and Learning (SIMBaLL): The Model. International Journal of Nursing Education Scholarship.
Abstract: The authors designed a simulation model (SIMBaLL) for nursing education based on Arwood’s Neuro-Semantic Language Learning Theory. The model provides a hierarchical framework to assess students’ conceptual learning outcomes with evidence of their language, social, and behavior development.
Categories: 1, 2
Doctoral Dissertations:
Abstract: This action research study investigated the impact upon elementary students’ development of cognitive and social concepts related to the study of mathematics when using visual language strategies informed by Neuro-Education Theory. Results showed that incorporating high-context storytelling into math instruction allowed students to access their personal experiences in order to generate unique and relevant ideas. Under this approach, students’ drawings showed benefits in clarity, cognitive processing, mnemonic support, and stronger conceptual connections. Moreover, the researcher found that all students benefitted from the opportunity to demonstrate their thinking related to math concepts by using multiple modalities of expression.
Categories: 1, 2, 3, 4
(2023) Christopher Thomas Long: Investigating Changes to First Year, First-Generation Students’ Visual Thinking and Learning in an Academic Success Course
Abstract: This mixed-methods case study investigated changes to first year, first-generation college students' visual thinking and learning while enrolled in an academic success course with a focus on meta-learning. The researcher found that a five-week meta-learning intervention, informed by Neuro-Education theory, supported overall visual thinking and learning processes, and allowed participants to integrate a number of metacognitive strategies to help them visualize new ideas.
Categories: 1, 3, 5, 6
Abstract: The author examined how preschool teachers’ beliefs about early literacy are expressed or may evolve within a context of implementing the Neuro-Semantic Language Learning Theory (NsLLT). Findings from the study highlighted the complex and contextualized nature of teacher beliefs. Over time, these beliefs may be shifted towards a student-centered learning model through the insertion of cognitive disequilibrium supported by a complex and contextualized system of theoretical translation, professional learning opportunities, ongoing coaching, and believable vicarious experiences.
Categories: 1, 5, 6
Abstract: This retrospective qualitative case study investigated the impacts of a two-year intervention on the learning and development of a young adult with developmental disabilities who had been provided strategies informed by Arwood’s Neuro-Education Model (ANM). Qualitative data from coding and sample analysis revealed that the participant progressed approximately three years in the development in language, two years growth in cognitive abilities, and three years in social-emotional growth. The results showed advancement in all the measured language functions. The participant self- reported changes in his quality of life over the study time.
Categories: 1, 2, 3, 4
Abstract: Based on a multidisciplinary review of transformative learning through the lens of language function, the author conducted a case study of critical self-reflection with six speech-language pathologists during COVID-19. The data revealed that the role of adult language function was associated with supporting relationships, self-reflection, and transformative learning during a context of crisis. The results suggest the role of language function in self-reflection supports the socio-cognitive and neurobiological processes associated with adult professional transformation.
Categories: 1, 5, 6
(2021) Katelyn Blake: A neuroeducation model for an inclusive school-wide intervention system
Abstract: This single case study investigated the ways that a schoolwide intervention system, informed by Arwood’s Neuro-Education Model, was implemented in an alternative school setting. Results found that practitioners who implemented the intervention system prioritized student-centered instructional designs and language-based interventions that focused on conceptual learning rather than behavioral-based frameworks.
Categories: 1, 5, 6
Abstract: The author investigated the impact of incorporating Arwood’s Neuro-Education Theory upon adult learners’ identity and self-perception as professional educators. A narrative inquiry study captured responses from two groups of participants. Results showed that integrating a Neuro-Education perspective positively impacted adult learners’ identity, altered their perceptions of learning for both children and adults, and led to the implementation of visual-based learning strategies.
Categories: 1, 5, 6
(2019) Louise Margaret Debreczeny: Cognitive and Linguistic Time Constructs in English Written Language of High School Students
Abstract: This multiple-case study collected language samples from thirty high school students and examined these samples for structural and functional proficiency in relation to time-based concepts. Specifically, the following linguistic metrics were evaluated: surface structures of time such as tense, time words, modals, and conditionals; temporal propositions; speech acts, semantic roles and semantic relationships; and cognitive constructs of time. Results indicated that all students functioned within either the pre-language or preoperational levels for temporal cognition, as evaluated by the Arwood & Beggs (1992) Temporal Analysis of Propositions assessment system.
Categories: 2, 3, 4
Abstract: This study analyzed a new academic standard designed to support English language learning and found that Arwood’s Neuro-Education model enhanced the conceptual and pedagogical shifts suggested by the new standard. Through a large-scale survey study, the author discovered that incorporating Neuro-Education theory into district-wide professional development efforts provided an alignment between ongoing teacher beliefs about literacy and how language acquisition practices were implemented within the classroom.
Categories: 1, 3, 6
(2018) Erin Kelley Hortsch: A Neuroeducation Approach to Writing Instruction with Kindergarteners: A Case Study
Abstract: The author conducted an eight-week case study investigating the impact of utilizing writing instruction informed by Arwood’s Neuro-Education instructional methods on kindergarten students’ academic development and overall levels of language functioning. Upon conclusion of the study, assessment results showed that all participants remained at the pre-language level of function, but improvements were made in some language function characteristics. The author suggested Neuro-Education-based writing instruction for early elementary classrooms as one path towards a shift that focuses on longer-term, conceptual-based literacy acquisition.
Categories: 1, 3
Abstract: In this multiple case study, the author explored the connections between level of language functioning and acquisition of pro-social concepts and behaviors among elementary students with an emotional/behavioral disorder (EBD) diagnosis. Functional language samples were collected from 11 participants suggesting global pre-language levels and overall delays in pro-social understanding. Through the triangulation of literature from cognitive neuroscience, psychology, and behavioral language, the use of event-based learning strategies inherent within Arwood’s Neuro-Education Model was explored as a vehicle for the acquisition of pro-social language and behavior among an EBD population.
Categories: 1, 2, 3, 4
(2017) Cara Megan Wright: When Trauma Disrupts Learning: A Neuroeducation-Informed Professional Learning Experience
Abstract: The author analyzed the creation and implementation of a professional development program for educators about trauma informed by research from the three lenses of Arwood’s Neuro-Education Model: neuroscience, psychology, and language. After two cycles of data collection and analysis, it was found that educators’ attitudes about students with trauma extended to include content information from a Neuro-Education lens. The learning process expanded over the course of the study through the introduction of neuroscience, psychology, and language concepts. In sum, the participants found that the professional development experience met their goals for trauma-informed learning.
Categories: 1, 4
Abstract: The author investigated English-speaking students’ cognitive abilities and processes in visual-semantic learning of Chinese characters. Quantitative and qualitative data were analyzed based on a triangulation of the literature from Neuro-Semantic Language Learning Theory, cognitive psychology, and neuroscience. The study found that the use of the imagery strategy as a semantic ability predicted better performances; however, a better effect of character recall must be supported with sufficient contextual information.
Categories: 2, 3
Abstract: The author investigated moral development in youth through the Neuro-Education lenses of neuroscience, cognitive psychology and linguistics. By using verbal prompt, event-based pictures and cartooning, the author gathered language samples from purposefully grouped ten students in a secondary alternative school. Analysis of the collected samples showed that none of the students made consistently pro-social connections in their stories regarding agents, actions, and objects; thus, suggesting that the students may have possessed significant functional language deficits. To better address moral and pro-social needs within a given learning environment, the author suggested an introduction of functional language acquisition into the school’s social-emotional curricula.
Categories: 1, 4
Abstract: The author first triangulated literature from cognitive psychology, neuroscience, and language acquisition and found support in treatment based on visual semantic features for children with speech sound disorders. Second, the author interviewed sixteen speech pathologists and educators with a background in Arwood’s Neuro-Education Model to investigate the effect of using NsLLT as an intervention framework for speech treatment. The results of the interview and artifacts yielded positive outcomes for intelligibility and higher language function. This research validates a paradigm shift from sound focused treatment to Neuro-Education intervention for children with speech disorders.
Categories: 1, 2
Abstract: In this seminal study, the author provides a Neuro-Education definition for language, language acquisition, and learning. A triangulation of the literature corroborates with Arwood’s Neuro-Education model (ANM). By using the ANM visual/viconic language methods, the author presents 9-year reading data in a 1st-grade classroom, indicating the efficacy of using the visual methods for literacy learning. The author recommends a paradigm shift in classroom learning practices from a focus in language structure to language function aligning with the Neuro-Education learning model.
Categories: 1, 3
Periodicals
(2008) Ellyn Lucas Arwood & Bonnie Robb: Creating Classroom Language Event: Seeing What You are Saying. ESL Magazine
Abstract: A first grade teacher in a title 1 school collaborated with a university professor who had a functional language background to teach 22 at-risk children to meet standards. After three years of using visual learning strategies such as picture dictionaries and event-based learning, along with refining thinking with teacher-guided questions, 90% of the students met or exceeded district-wide literacy benchmarks.
Category: 3
Additional Case Studies
The impact of Viconic Language Methods upon the learning and development of students has been documented in many additional case studies presented within the educational titles published by Neuro-Education Press. In addition, new case studies will be presented in the forthcoming book entitled Neuro-Education for Learning: Case Studies Connecting Neuroscience, Psychology, and Language, to be published in Winter 2025.
Please continue to check back regularly for additional research updates.