Is Traditional Reading Instruction in Alignment with What Brains Need to Learn a Process? SPONSORED by Read Right

Thursday January 28, 2016
1:30 - 2:00 PM
Exhibit Hall Stage

“If we are to obtain results never before achieved, we must expect to employ methods never before attempted” (Francis Bacon, 1561 – 1626). Learn about an innovative reading intervention program based on theoretical constructs that challenge mainstream thinking in the field of reading. The model, which requires intensive staff training to implement, relies on the plasticity of the brain to remodel the neural circuitry that, in poor readers, guides the reading act inappropriately. Research confirms that the intervention can quickly transform struggling readers to excellent readers.

Presenters
Dee Tadlock

Dr. Tadlock (PhD in reading education) developed the Read Right methodology after 3 years of post-doc research designed to answer the questions: How does the brain learn a process? and What is it brains are doing when they read excellently. She was motivated by the reality that her son, who entered first grade just as she was completing a PhD in reading education, had a reading problem and that everything she had been taught to do in graduate school with struggling readers was not effective with her son. He was in 3rd grade for the second time, still struggling mightily with reading, when she finished her research and had ideas about how reading might be more effectively taught. She hoped to see an incremental improvement in her son's reading as a result of applying these new ideas. What she saw was a total elimination of his reading problem in just three months.
theme:
instruction
audience:
186
topics:
at-risk populations, improving graduation rate, reading & writing