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- 4.17.15 Peabody faculty pioneer Down syndrome speech and learning interventions During their first years, children develop more rapidly than at any other time, achieving the basic physical, cognitive, language, social and self-help skills crucial in life. Yet, although they make up 1 of about 700 live births in the United States, few studies have focused specifically on children with Down syndrome. Now, researchers at Peabody College are blazing new trails in language and learning programs designed to ensure children with Down syndrome have the brightest possible futures.
- 4.16.15 Humphrey Fellows talk social justice with Jimmy Carter Two of Vanderbilt University’s Humphrey Fellows, Nancy Mendy of the Gambia, and Geeta Motilal of South Africa, visited Emory University in Atlanta to attend the Hubert H. Humphrey Fellowship Program’s 28th Annual Global Development and Social Justice enhancement workshop.
- 4.15.15 Expert panel proposes means of preventing misbehavior in schools At the Peabody Research Institute’s annual mini-conference on April 2, three leading educational researchers in the field of school behavior addressed different aspects of misbehavior in schools and its effect on education. The confernence convened at the Wyatt Center at Peabody College.
- 4.8.15 Peabody researchers featured at AERA April 16-20 The latest research on key education issues will be presented by researchers from Vanderbilt’s Peabody College of education and human development at the American Educational Research Association’s annual meeting, in Chicago, April 16-20, 2015.
- 3.18.15 Common Core math should include ‘pattern abstraction’ Common Core math is missing the mark by not emphasizing pattern abstraction, according to new Vanderbilt research. Pattern abstraction—identifying a pattern of colors or shapes and replicating it with different colors or shapes—is an important building block for mathematical proficiency, researchers believe.
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Researchers lay foundation for improving reading comprehension
There’s a lot more to reading than our ABCs—we need to be able to glean information from texts. Differences in the ways children learn to read mean there is a broad range of abilities in the general population, and many children have difficulty understanding what they read. With reading ever more important in our information-rich world, helping struggling readers increase comprehension is crucial.