Brain Words: How the Science of Reading Informs Teaching By J. Richard Gentry,Gene Ouellette

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4,6

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“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 foreward by Mark Weakland, Super Spellers The past two decades have brought giant leaps in our understanding of how the brain works. But these discoveries—and all their exciting implications—have yet to make their way into most classrooms. With the concise and readable BrainWords, you will learn how children’s brains develop as they become readers and discover ways you can take concrete steps to promote this critical developmental passage. Introducing their original, research-based framework of “brain words”—dictionaries in the brain where students store and automatically access sounds, spellings, and meanings—the authors offer a wealth of information that will transform your thinking and practice: Up-to-date knowledge about reading and neurological circuitry, including evidence that spelling is at the core of the reading brainTools to recognize what works, what doesn’t, and whyPractical classroom activities for daily teaching and student assessmentInsights about what brain research tells us about whole language and phonics-first movementsDeepened understanding of dyslexia through the enhanced lens of brain science With the insights and strategies of BrainWords, you can meet your students where they are and ensure that more of them read well, think well, and write well.

At this time of writing, The Ebook Brain Words: How the Science of Reading Informs Teaching has garnered 9 customer reviews with rating of 5 out of 5 stars. Not a bad score at all as if you round it off, it’s actually a perfect TEN already. From the looks of that rating, we can say the Ebook is Good TO READ!

Audio Book Brain Words: How the Science of Reading Informs Teaching with Free PDF EDITION!

Overall, I really enjoyed this book. The authors talk about how the brain works and how to make learning words meaningful for children. They add cautions to typical teaching practices and scripted programs that are arising out there with specific scopes and sequences and empowers teachers to TEACH! Additionally they offer ways in which to follow the vision of one's school philosophy while adding a few easy steps to make learning meaningful and impactful for students using current knowledge about the brain. Furthermore, the authors talk about phases that children go through while they learn to write and how that can be analyzed and used to inform further instruction.However, I have one MAJOR complaint. The authors make false claims about Marie Clay's research and methods of teaching children on pages 53-56. On page 54 they state that "many whole language adaptations of this procedure have marginalized phonics or graphophonic cueing within the three cueing system and basically looked at meaning and syntax as driving forces for reading- with phonics and the graphophonic cueing taking on little if and significance." I understand that they are talking about many ADAPTATIONS of teaching using this system of analysis and teaching. But this section of the book is very insulting in the way that they lump good practice in the same category as misunderstood adaptations. They go on to say that "guessing from picture cues is definitely not how reading skills are acquired" incinuating that teachers who follow procedures from Marie Clay think this is an acceptable way to teach reading. Last but not least, the authors stated, "perhaps running record priorities should be flipped to highlight how our children are using visual and sound cueing strategies." Which unfortunately for them that statement proves a lack of understanding in how running records are intended to be analyzed by teachers. I am deeply disappointed that they made claims that followers of Marie Clay's methods do not teach phonics or graphophonic analysis of words. Many of the strategies that Gentry and Ouellette offered were actually very similar to strategies and procedures Marie Clay wrote about in her book "Literacy Lessons Designed for Individuals." For example on page 59 "allowing children to build upon and expand their knowledge . If you can spell it, you can readi it." In addition the analysis that the authors go through in chapter 5 are very similar to how Marie Clay talks about analyzing and teaching students to hear and record sounds in writing.Again, there were many great teaching strategies in this book. The authors empowered teachers in many ways, and explained why certain practices are acceptable and not acceptable based on what we know about the brain. But I was deeply shocked at the lack of knowledge in Marie Clay's teaching procedures and the fact that the authors lumped misunderstood teaching practices with what is actual best practice and called it "the three cueing system approach." That section needs to be revised after reading more about how to actually analyze running records, and reading Marie Clay's "Literacy Lessons Designed for Individuals" to understand how she explains ways to teach phonics and graphophonics.

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Audio Book Brain Words: How the Science of Reading Informs Teaching with Free PDF EDITION Download Now!

Related Ebook :

Audio Book Brain Words: How the Science of Reading Informs Teaching with Free PDF EDITION Download Now!

Audio Book Brain Words: How the Science of Reading Informs Teaching with Free PDF EDITION!

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Audio Book Brain Words: How the Science of Reading Informs Teaching with Free MOBI EDITION Download Now!

Audio Book Brain Words: How the Science of Reading Informs Teaching with Free PDF EDITION Download Now!

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Audio Book Brain Words: How the Science of Reading Informs Teaching with Free PDF EDITION Download Now!

Audio Book Brain Words: How the Science of Reading Informs Teaching with Free PDF EDITION!

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