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Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension | 
 enlarge | Authors: Judy Willis, M.d.
Publisher: Association for Supervision & Curriculum Development
Category: Book
List Price: $23.95
Buy New: $20.00
You Save: $3.95 (16%)
New (11) Used (5) from $16.03
Avg. Customer Rating:  3 reviews
Sales Rank: 102639
Media: Paperback
Number Of Items: 1
Pages: 176
Shipping Weight (lbs): 0.6
Dimensions (in): 8.8 x 5.9 x 0.3
ISBN: 1416606882
Dewey Decimal Number: 428.4
EAN: 9781416606888
ASIN: 1416606882
Publication Date: August 4, 2008
Shipping: Eligible for Super Saver Shipping
Availability: Usually ships in 1-2 business days
Shipping: Expedited shipping available
Shipping: International shipping available
Condition: Brand New!
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| Customer Reviews:
A high recommendation to any primary educator November 9, 2008
Mostly everyone who is reading this review is taking something for granted the simple ability to read this review. "Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension" is a guide for the educators of young people and in general who want to promote reading and writing as the absolutely fundamental skills they are to reality. Taking a neuroscience approach to the topic, it offers a solid and proven method of teaching people to read. "Teaching the Brain to Read" is a high recommendation to any primary educator.
My New Best Resource for Teaching My Students Reading Skills August 17, 2008
1 out of 1 found this review helpful
I've read dozens of books about reading instructions, but never one so helpful. Dr. Willis clearly and concisely explains how the brain learns to read, build vocabulary, and comprehend reading. She then provides classroom ready strategies that clearly connect to the brain's processing. When I read about how neuroscience research connects to the strategies provided I discovered ways of modifying my own teaching to be more of what Dr. Willis calls NEURO-LOGICAL. As a result I enjoy my teaching more and my students certainly respond with improved fluency, vocabulary, confidence, comprehension, and motivation.
Knowing how to help students who have reading difficulties while still providing stimulating lessons and activities for more advanced readers is another focus of the strategies provided. The book is so clearly written and formatted that it includes differentiated reading instruction all along the way.
Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension fulfills its promise to help teachers help students not only learn the mechanics of reading and comprehension, but also develop a love of reading. The engaging activities, classwork, and homework suggestions have students wanting to put in the effort to achieve their "personalized reading goals" - a process that Dr. Willis clarifies into practical lessons.
The strategies presented are constructed such that as students build fluency and vocabulary they also develop the tools they need to improve their comprehension and connections with what they read AND to form long-term memories. This is not a teach-to-the-test manual, but rather a resource that will result in test success and more importantly help students construct the foundation they need to read for knowledge and pleasure long after they leave the classroom.
Thank you Dr. Willis!
Invaluable for all educators and parents August 10, 2008
2 out of 2 found this review helpful
Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension is a great resource of integrated information. Both brain research and reading research have been a source of great debate, and both with a potential for developing a template for learning to read and teaching how to learn to read. Dr. Willis has undertaken an extremely difficult task presenting both brain and reading research and translating the findings in a manner that would be invaluable for all educators and parents.
Dr. Willis' book is unique in that it presents big ideas and strategies to promote children's "reading brains" integrates a fine linguistic grain and emphasizes the wonderful capacities of children. The knowledge gained from this book is well worth the read.
Dr Willis is to be commanded for presenting the research data in a manner that is responsible and clear on the limits of what is known and what might be inferred from the findings. What we know about cognitive functions must at some point be compatible with neuroscience findings. Dr. Willis has demonstrated the compatibility of neuroscience research with strategies to promote successful reading.
Dr. Jules Zimmer
Dean Emeritus, University of California Graduate School of Education
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