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How the Brain Learns to Read: Stanislas Dehaene

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How the Brain Learns to Read: Stanislas Dehaene

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How the Brain Learns to Read - Prof. Stanislas Dehaene

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How the Brain Learns to Read - Prof. Stanislas Dehaene

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Why aren't more schools seeing significant improvement in students' reading ability when they implement Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) in their literacy programs? These frameworks serve as a way for educators to identify struggling readers and provide the small-group instruction they need to improve their skills. But the success stories are too few in number, and most schools have too little to show for their efforts. What accounts for the difference? What are successful schools doing that sets them apart?

Author and education consultant Susan Hall provides answers in the form of 10 success factors for implementing MTSS. Based on her experience in schools across the United States, she explains the "whys" and "hows" of

Grouping by skill deficit and using diagnostic assessments to get helpful data for grouping and regrouping.

Implementing an instructional delivery model, including the "walk-to-intervention" model.

Using intervention time wisely and being aware of what makes intervention effective.

Providing teachers with the materials they need for effective lessons and delivering differentiated professional development for administrators, reading coaches, teachers, and instructional assistants.

Monitoring progress regularly and conducting nonevaluative observations of intervention instruction.
Practical, comprehensive, and evidence-based, 10 Success Factors for Literacy Intervention provides the guidance educators need to move from disappointing results to solid gains in students' literacy achievement.

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10 Success Factors for Literacy Intervention: Getting Results with MTSS in Elementary Schools

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Amazon - 10 Success Factors for Literacy Intervention: Getting Results with MTSS in Elementary Schools: Hall, Susan L.: 9781416626176: Books

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I'm Mark Seidenberg, a psychology professor at the University of Wisconsin-Madison. I was originally a psycholinguist but you could call me a cognitive scientist or cognitive neuroscientist and I'd be good with it.

I grew up in Chicago, and went to a few colleges but only Columbia gave me any degrees, including a Ph.D. I was a professor at McGill University and then at the University of Southern California before returning to the Midwest in 2001. I've conducted a lot of research on language and reading. Our lab website is http://lcnl.wisc.edu.

My reading research addresses the nature of skilled reading, how children learn to read, and the brain bases of reading and dyslexia, using the tools of modern cognitive neuroscience: behavioral experiments, computational models, and neuroimaging. Recently I've been investigating the causes of chronically low reading among lower income and minority children-so-called "achievement gaps."

My language research focuses on determining what we know when we know a language, how we acquire this knowledge, and how it's used in comprehending language. Also how language compares to other human capacities, and to the communicative systems of other species

Language at the Speed of Sight (Basic Books, 2017) is a general audience book about the science of reading and its relevance to reading education.

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Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It

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Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It

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Thorough Analysis of Literacy Theory and Impact on Learning 

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Thorough Analysis of Literacy Theory and Impact on Learning 

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Reading as Liberation-An Examination of the Research Base

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We recommend a research-based ELA program using all five literacy accelerators in an integrated application, along with a focus on personalized instruction that truly meets each individual's needs. This quick-reference guidance document outlines instructional approaches based on what kind of ELA program is currently in place, so that each school, teacher, and student can reach literacy success.

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Structured Literacy Practices and Typical Practices 

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Structured Literacy Practices and Typical Practices 

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Dr. Holly Lane description of the Science of Reading 

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Dr. Holly Lane description of the Science of Reading 

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Dr. Linnea Ehri's Instructional Recommendations

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Dr. Linnea Ehri's Instructional Recommendations

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Dr. Linnea Ehri’s List of Instructional Guidelines for Enhancing Orthographic Mapping and Word Learning

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In a recent discussion with Dr. Linnea Ehri, she wrote up and sent over a document with instructional guidelines that follow from her theory of orthographic mapping and research studies. She gave p…