About the Seminar:

 

 

Description

Target Audience-Pre-K-5th grade Teachers, Reading Specialists, and Administrators

 

 

The past two decades have brought giant leaps in our understanding of how the brain works for reading. However, these discoveries—and all their exciting implications—have yet to make their way into most classrooms.

 

The latest research is known, but why isn’t it being used?

 

An explosion of new knowledge from cognitive psychology and neuroscience paves the way for better literacy instruction for both normally developing and struggling readers including children at risk of dyslexia.

 

Learn how to implement the latest research-based practices in the classroom to ensure all students are given the highest opportunity to succeed as readers and writers.

 

Come away with an understanding of research-based word study strategies that suit any framework.

 

Get answers to frequently asked questions and common misconceptions about dyslexia along with classic warning signs and dyslexia-specific interventions for the everyday classroom.

 

Discover how developmentally appropriate word study helps ensure that grade-level growth requirements of the new standards are met.

 

 

In this workshop, 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 Dr. Richard Gentry and cognitive psychologist Dr. Gene Ouellette’s new synthesis of research, this workshop provides a research-based framework of 'brain words'—dictionaries in the brain where students store and automatically access sounds, spellings, and meanings. The workshop offers 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 brain

-Better understanding of the reading, writing, and spelling connections

-Tools to recognize what works, what doesn’t, and why

-Practical classroom activities for daily teaching and student assessment

-Insights about what brain research tells us about whole language and phonics-first movements

-Deepened understanding of dyslexia through the enhanced lens of brain science

 

 

Brain Words,

How the Science of Reading

Informs Teaching,

 

is recommended

for this seminar.

 

Learn more about this trailblazing book that has educators excited about making real progress in reading education.

Contact

Richard

Gentry

About the Seminar:

 

 

Description

Target Audience-Pre-K-5th grade Teachers, Reading Specialists, and Administrators

 

 

The past two decades have brought giant leaps in our understanding of how the brain works for reading. However, these discoveries—and all their exciting implications—have yet to make their way into most classrooms.

 

The latest research is known, but why isn’t it being used?

 

An explosion of new knowledge from cognitive psychology and neuroscience paves the way for better literacy instruction for both normally developing and struggling readers including children at risk of dyslexia.

 

Learn how to implement the latest research-based practices in the classroom to ensure all students are given the highest opportunity to succeed as readers and writers.

 

Come away with an understanding of research-based word study strategies that suit any framework.

 

Get answers to frequently asked questions and common misconceptions about dyslexia along with classic warning signs and dyslexia-specific interventions for the everyday classroom.

 

Discover how developmentally appropriate word study helps ensure that grade-level growth requirements of the new standards are met.

 

 

In this workshop, 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 Dr. Richard Gentry and cognitive psychologist Dr. Gene Ouellette’s new synthesis of research, this workshop provides a research-based framework of 'brain words'—dictionaries in the brain where students store and automatically access sounds, spellings, and meanings. The workshop offers 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 brain

-Better understanding of the reading, writing, and spelling connections

-Tools to recognize what works, what doesn’t, and why

-Practical classroom activities for daily teaching and student assessment

-Insights about what brain research tells us about whole language and phonics-first movements

-Deepened understanding of dyslexia through the enhanced lens of brain science

 

 

BrainWords,

 

How the Science of Reading

Informs Teaching,

 

is recommended for this seminar.

 

Learn more about this trailblazing book that has educators excited about making real progress in reading education.

About the Seminar:

Title:

The Science of Reading:

Bridging the Gap Between the Science of                       Reading and Classroom Practices

Description

 

Target Audience-Pre-K-5th grade Teachers, Reading Specialists, and Administrators

 

 

The past two decades have brought giant leaps in our understanding of how the brain works for reading. However, these discoveries—and all their exciting implications—have yet to make their way into most classrooms.

 

The latest research is known, but why isn’t it being used?

 

An explosion of new knowledge from cognitive psychology and neuroscience paves the way for better literacy instruction for both normally developing and struggling readers including children at risk of dyslexia.

 

Learn how to implement the latest research-based practices in the classroom to ensure all students are given the highest opportunity to succeed as readers and writers.

 

Come away with an understanding of research-based word study strategies that suit any framework.

 

Get answers to frequently asked questions and common misconceptions about dyslexia along with classic warning signs and dyslexia-specific interventions for the everyday classroom.

 

Discover how developmentally appropriate word study helps ensure that grade-level growth requirements of the new standards are met.

 

 

In this workshop, 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 Dr. Richard Gentry and cognitive psychologist Dr. Gene Ouellette’s new synthesis of research, this workshop provides a research-based framework of 'brain words'—dictionaries in the brain where students store and automatically access sounds, spellings, and meanings. The workshop offers 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 brain

-Better understanding of the reading, writing, and spelling connections

-Tools to recognize what works, what doesn’t, and why

-Practical classroom activities for daily teaching and student assessment

-Insights about what brain research tells us about whole language and phonics-first movements

-Deepened understanding of dyslexia through the enhanced lens of brain science

 

 

BrainWords,

 

How the Science of Reading

Informs Teaching,

 

BrainWords is

recommended

for this seminar.

 

Learn more about this trailblazing book that has educators excited about making real progress in reading education.