Brain-based Learning and Its Effects on Reading Outcome in Elementary Aged Students

The purpose of this study is to examine the effects of brain-based learning within the framework of two elementary schools that administer the Wisconsin Knowledge Concepts Exam. Teachers of these students were previously in-serviced on the implementation of brain-based learning strategies. This study's primary purpose is to gain an understanding of the effects of these practices on students as measured by the Reading Assessment from the Wisconsin Knowledge and Concepts Exam (WKCE). The method used was a survey designed by the researcher and distributed to the faculty of the students in grades three, four and five. The study found an increase in Reading scores as measured by the WKCE. The most significant change originated in students on the lower end of the continuum. This can be attributed to the current understanding that students scoring proficient or advanced had brains that were more efficient at the task of evaluating and analyzing text; therefore, the brains of these students did not require the extra enrichment provided by brain-based learning; however, for students at the lower end of the continuum, brain-based learning necessitated an increase in scores. There was positive correlation between brain-based learning strategies and expected student achievement for these students. The researcher recommends the research continue for two or more years to determine if the positive correlation continues.

The purpose of this study is to examine the effects of brain-based learning within the framework of two elementary schools that administer the Wisconsin Knowledge Concepts Exam.