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Build the Brain for Reading, Grades 4–12

By: Pamela Nevills

Foreword by Patricia Wolfe

Engage students' brains with state-of-the-art reading strategies

Every teacher knows that no two students are exactly alike. This guidebook infuses the most current neurology research into concrete steps for teaching reading in a targeted, developmentally appropriate way. The author describes the functions and structures of the brain, and includes a chapter on the adolescent brain. Rich with tools and examples, Build the Brain for Reading, Grades 4–12 helps teachers of children and teens:

Understand the relationship between brain development and phonemic awareness, vocabulary, writing, fluency, and comprehension
Identify and successfully address areas where students struggle
Apply research-based methods across all content areas

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Product Details

Grade Level: 4-12
ISBN: 9781412961110
Published By: Corwin
Year: 2010
Page Count: 200
Publication date: October 18, 2010

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Description

"The author has crystallized the major components of brain-based learning in ways that help teachers, counselors, principals, and parents lead students through effective transitions as readers, learners, and doers in our 21st-century world."
—Carol J. Carter, President
LifeBound, Denver, CO

"Pamela Nevills isn't just another researcher; she is that rare expert who takes the time to ensure that the research is accessible for busy educators who want to stay on the cutting edge!"
—Heather Driscoll, Founder
Revolutionary Classrooms, New Castle, NH

Engage students' brains with state-of-the-art reading strategies

Every teacher knows that no two students are exactly alike. This guidebook infuses the most current neurology research into concrete steps for teaching reading in a targeted, developmentally appropriate way. Author Pamela Nevills clearly describes the brain's structures and functions, devoting an entire chapter to the adolescent brain. Rich with innovative tips, tools, and examples for guiding both new and experienced readers, Build the Brain for Reading, Grades 4–12 helps teachers:

Understand the relationship between brain development and phonemic awareness, vocabulary, writing, fluency, and comprehension skills
Identify and successfully address where students struggle
Apply research-based methods across all content areas

This hands-on guide offers cutting-edge insights into how literacy, neuroscience, and technology interconnect. Also included are suggestions for creating successful schools and a list of resources with the latest research and theories—everything you need to boost reading instruction.

Key features

Teachers are very interested in the brain, especially as it relates to the development of reading skills
It will provide teachers with an easy-to-understand description of the functions and parts of the brain
Many reading teachers encounter students of different ages, and understanding why a child has stalled in some aspect of skill development is crucial for intervention planning
Author is a national and international speaker on the topic of brain development and reading

Author(s)

Pamela Nevills

Pamela Nevills is first and foremost a teacher of children and adults. Her passion for teaching includes a full range of educator experiences from teaching in the primary grades, to teaching middle and high school, to being a teacher supervisor and instructor in university undergraduate, graduate, and doctoral programs. She participates in local, state, and national educational committees in the area of special education. As a two-time member of the instructional textbook selection committee for reading in the state of California, she brings expert knowledge of how children learn to read, and the materials teachers can use to follow the science of reading.

Her passion for the cognitive and neurological aspects of reading stems from interactions with Dr. Pat Wolfe. Nevills is a national and international speaker and consultant on topics that include reading standards according to the Common Core; brain development from infancy to adulthood; all aspects of cognitive, neurological involvement for reading; and school management and design for teaching reading. Writing became a part of Nevills’s work as she published for newsletters, the state of California, the Journal of Staff Development, and Corwin. Her involvement also includes research and studies for church organizations and an advisory board position for preschool.

To contact Pamela Nevills, please email panevills@earthlink.net..

Table of Contents

Acknowledgments

About the Author

1. Learning from Childhood to Adulthood

2. Brain Structures Accessed for Reading

3. Learning and Neuron Activity

4. Memory Systems and Learning

5. Reading with Comprehension, Automaticity, and Fluency

6. Motivation and Ability to Learn through the Grades: How different is an adolescent’s brain?

7. Neurology and Technology for All Aspects of the Curriculum

8. Older Students Who Struggle with Reading to Learn

9. Neurology for all Content Areas

10. Resources, Connections, and Future Classrooms

References

Further Reading

Glossary

Index

Reviews

"The author describes foundational concepts in accessible terms, and then provides specific suggestions for explaining these concepts to students in terms that are meaningful and accessible for them. This truly unique approach makes this text a valuable tool for educators."

Anne Jones, Director of Teacher Education
University of California, Riverside

"Pamela Nevills has crystallized the major components of brain-based learning in ways that will help teachers, counselors, principals and parents to lead students through effective transitions as readers, learners and doers in our 21^st century world."

Carol J. Carter, President
LifeBound, Denver, CO

"Pamela Nevills isn’t just another researcher. She is that rare expert who takes the time to ensure the research is accessible for busy educators who want to stay on the cutting edge!"

Heather Driscoll, Founder, Revolutionary Classrooms
New Castle, NH

"Finally, educators have a book that makes understanding the relationship between the brain and student learning less daunting. Upon reading this book, reflective practitioners have no choice but to constantly assess the appropriateness of their instructional strategies based on the newly acquired knowledge of the organ we require students to use most in our classes."

Rosalind LaRocque, Assistant Director
American Federation of Teachers

Other Titles in: Teaching Methods & Learning Styles | Brain-Friendly Teaching & Learning | Literacy, K-12

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This book is not available as a review copy.