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How the Science of Reading Informs Teaching




J. Richard Gentry, Ph.D .


 Gene P. Ouellettee, Ph.D



Re-Thinking Reading Instruction as

Building a Dictionary in the Brain



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Pre-Publication Sample below.

About the Authors














J. Richard Gentry, Ph.D is an internationally acclaimed author, researcher, and educational consultant known for his ground-breaking work in education on topics such as early literacy; best-practices for reading, writing, and spelling; and dyslexia. In addition to authoring 17 books, 2 textbook series, and numerous journal and magazine articles, he blogs for Psychology Today magazine offering commentary on a range of topics including education and policy, reading and the brain, baby/toddler reading, and educational standards. Recent books and textbooks include Raising Confident Readers: How to Teach Your Child to Read and Write—From Baby to Age 7 (Da Capo Press, 2010), Strategies for Writing Workshop (Shell Education, 2016), Kid Writing in the 21st Century with Eileen Feldgus and Isabell Cardonick (Hameray Publishing Group, 2017) and Spelling Connections (Zaner-Bloser, 2016), a popular evidence-based spelling series for grades K-8.


Richard has served as an elementary school teacher, a university professor and director of a university reading center, and he continues to be actively involved with children in schools while consulting both nationally and internationally. He received a BA from the University of North Carolina-Chapel Hill and a PhD from the University of Virginia. Richard currently resides in Mobile, Alabama and can be reached at Richard@jrichardgentry.com.

















Gene Ouellette, Ph.D, is an internationally recognized researcher in the areas of reading, spelling, and topics exploring the links between oral and written language processes. Prior to completing his PhD in Psychology, Gene worked for over a decade as a Speech Language Pathologist and Special Education Consultant both within the public-school system and in private practice, working with students, parents, and teachers in areas to foster oral and written language development.


Gene is also the Associate Editor of the highly regarded Journal of Experimental Child Psychology and an Associate Professor at Mount Allison University, where he runs the Literacy Language Research Lab. His research exploring the links between spelling and reading, the development of word reading proficiency, and the connections between oral and written language has been published in top-tiered journals including Child Development, Developmental Psychology, Journal of Educational Psychology, and Scientific Studies of Reading. Gene’s work has also been presented across Canada and the United States, and as far abroad as the United Kingdom, Spain, Portugal, Czech Republic and Hong Kong. Specific research presentations have been made at key scientific gatherings such as at the Annual Meetings of the Society for the Scientific Study of Reading and the biennial meetings of the Society for Research in Child Development. Gene has also delivered applied workshops and presentations directly to teachers and speech language pathologists, as well as to school and district administrators.


Gene is currently the Head of the Psychology Department at Mount Allison University, where he teaches courses on child development, educational psychology, language development, and literacy acquisition. Gene resides in Sackville, New Brunswick, Canada with his wife Katrina, daughter Veronica, and aged wiener dog, Grace.

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Click here to check out the Gentry Collection,

Dr. Gentry's other books on

reading, writing and spelling

instruction for both teachers and parents.

Literacy resources spanning

almost 50 years of experience.