The past two decades have brought giant leaps in our understanding of how the brain works. But these discoveriesâ and all their exciting implicationsâ have yet to make their way into most classrooms.
The past two decades have brought giant leaps in our understanding of how the brain works. But these discoveriesâ and all their exciting implicationsâ have yet to make their way into most classrooms.
Author of many books and a renowned educational consultant, Richard Gentry has been an elementary classroom teacher, professor, and director of a university reading center. An internationally recognized researcher in reading, spelling, and the links between oral and written language, Gene Ouellette is professor and head of the Psychology Department at Mount Allison University in New Brunswick, Canada.
Inhaltsangabe
1. Rethinking Reading Instruction as Building a Dictionary in the Brain 2. How the Scientific Study of Reading Can Inform Teaching 3. The Reading Brain 4. What Works and What Doesn't: A Critical Look at Current Teaching Practices 5. Phase Observation for Early Spelling to Read 6. Spell-to-Read: Building Brain Words in Kindergarten and First Grade 7. Building Brain Words in Second Through Sixth Grade 8. Understanding and Supporting Children with Dyslexia in Light of Reading Science
1. Rethinking Reading Instruction as Building a Dictionary in the Brain 2. How the Scientific Study of Reading Can Inform Teaching 3. The Reading Brain 4. What Works and What Doesn't: A Critical Look at Current Teaching Practices 5. Phase Observation for Early Spelling to Read 6. Spell-to-Read: Building Brain Words in Kindergarten and First Grade 7. Building Brain Words in Second Through Sixth Grade 8. Understanding and Supporting Children with Dyslexia in Light of Reading Science
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