Brain Words

"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.

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.

1. The Science of Reading: Rethinking Reading Instruction as Building a Dictionary in the Brain 2.How the Scientific Study of Reading Can Inform Teaching Part I: Understanding Models of Skilled Reading and How We Get There 3. Reading Theory Part II: The Importance of Oral Language to Early Literacy and Beyond - Completing the Picture for Science of Reading Backed Instruction 4. The Reading Brain 5. What Works and What Doesn't: An Evolving Critical Look at Current Teaching Practices 6. Phase Observation for Early Spelling to Read 7. Spell-to-Read: Building Brain Words in Kindergarten and First Grade 8. Building Brain Words in Second Through Sixth Grade 9. Understanding and Supporting Children with Dyslexia in Light of the Science of Reading