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Gene P. Ouellette
Dr. Gene P. 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 regardedJournal of Experimental Child Psychologyand 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 includingChild Development,Developmental Psychology,Journal of Educational Psychology, andScientific 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.
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.
In Brain Words: How the Science of Reading Informs Teaching, authors J. Richard Gentry and Gene Ouellette, bring their original, research-based framework of “brain words”—dictionaries in the brain where students store and automatically access sounds, spellings, and meaning. This book aims to fill the gap between the science of reading and classroom instruction by providing up-to-date knowledge about reading and neurological circuitry, including evidence that spelling is at the core of the reading brain.
Brain Words will show how children’s brains develop as they become readers and discover ways you can take concrete steps to promote this critical developmental passage, including:
Incorporating 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
With the insights and strategies of Brain Words, you can meet your students where they are and ensure they gain confidence as readers, spellers, and writers.
Mathematizing Children’s Literature
Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion