Brain Words

How the Science of Reading Informs Teaching

J. Richard Gentry, Gene P. Ouellette

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English

Routledge
28 November 2024

""Gentry and Ouellette are cannonballing into the reading research pool, they're making waves, and these waves are moving the field of reading forward.""

—From the foreword by Mark Weakland, Super Spellers

""In this second edition, the authors have written a practical and fascinating resource that helps connect the theory and research of the neurological reading circuitry to classroom practice.""

—Molly Ness, teacher educator, author, consultant

A lot has changed since the original publication of Brain Words. The first edition was very much a call for change, and change has indeed happened! While the science of reading has made real and substantive change within education, there unfortunately remain too many misunderstandings and misinterpretations of what the science of reading is, and stubborn resistance to all it has to offer. Now more than ever it is vital that we work towards an understanding of the science of reading and what it has to say about teaching our students how to read.

Written for beginning or seasoned teachers, homeschoolers, teacher educators, as well as parents who want to fully engage in their child’s literacy development, this updated and highly readable new edition presents brain science, reading research, and theory in ways that can be understood and directly applied in teaching, ultimately leading to efficacious science of reading based literacy instruction.

Gentry and Ouellette show how an understanding of the science of reading can shape teaching to help make all students literate. Building on their science of reading based framework of “brain words”—dictionaries in the brain where students store and access word spelling, pronunciation, and meaning—the authors offer a wealth of information to transform your thinking and practice. They offer:

an updated review of models of reading, developmental theory, and brain research that help explain the reading brain a new exploration of how oral language provides the foundation for learning to read and write, and how elements of oral language directly contribute to literacy learning throughout the school years an evolving critique of classroom practices that aren't as effective as once believed explicit guidance on how spelling can be used to teach the critical skill of word reading a deepened understanding of dyslexia through the lens of the science of reading

With the insights and strategies in Brain Words, you can meet your students where they are and ensure that more of them read well, think well, and write well.

By: J. Richard Gentry, Gene P. Ouellette
Imprint: Routledge
Country of Publication: United Kingdom
Edition: 2nd edition
Dimensions: Height: 246mm, Width: 189mm,
Weight: 394g
ISBN: 9781032753942
ISBN 10: 1032753943
Pages: 178
Publication Date: 28 November 2024
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

Author of many books and a renowned educational consultant, J. 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 former head of the Psychology Department at Mount Allison University in New Brunswick, Canada.

Reviews for Brain Words: How the Science of Reading Informs Teaching

In this second edition, the authors have written a practical and fascinating resource that helps connect the theory and research of the neurological reading circuitry to classroom practice. This book will find its way to the reading lists for many education preparation programs, and bookshelves of teachers of all backgrounds - Ouellette and Gentry unpack the complexities of the reading brain, the science of reading, and orthographic mapping in an engaging and readily applicable book. I'll certainly be passing it along to my network of literacy leaders. —Molly Ness, teacher educator, author, consultant