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J. Richard Gentry
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.
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