According to the NAEP, two thirds of American school children read below grade level proficiency.  Some cognitive psychologists and neuroscientists argue that this is because of the gap between what we know about the science of reading and how reading is taught in the classroom. 

In their recent book, Brain Words: How the Science of Reading Informs Teaching, Richard Gentry and Gene Ouellete explain the latest research and theory on lexical representation and its relation to rapid and accurate word reading, a necessary skill to mastering literacy.

In this episode, Dr. Gentry briefly explains brain words and how parents can understand their connection to their children’s reading development. 

Links:

Brain Words

J. Richard Gentry

Twitter

His blog at Psychology Today

Kindergarten Ready, hosted by Dr. Gene Ouellette