Speakers and Sessions


TEACHING STUDENTS HOW TO LEARN

Today’s knowledge-based, rapidly changing world requires that students have deeper knowledge, abilities, and competencies in order to succeed at work and life. But how should schools promote deeper learning skills, such as problem solving, critical thinking, reasoning, inquiry, reflection, retention,transfer, and mastery? Fortunately, insights from the brain and learning sciences are providing the most effective ways to teach and enhance these skills. Join us for our 20th anniversary event to explore the science of learning and deeper learning. Discover how the brain learns, ways to teach students how to learn, and strategies for more effective and efficient instruction. Learn new ways to engage deeper critical thinking, reasoning, reading, inquiry, retention and practice, motivation, mastery, reflection, feedback, and problem-solving skills in children, teens, and young adults.

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LEARNING OBJECTIVES

You will gain knowledge about:
  • Helping students understand how they learn
  • More effective and efficient instructional strategies
  • Using the science of learning for deeper student learning
  • Ways to promote deeper thinking, inquiry, and reasoning
  • How to make learning stick, remember more, and forget less
  • Teaching students critical thinking, metacognition, and reflection
  • Promoting project and problem-based learning with digital tools
  • Providing rigorous, relevant, and engaging learning experiences
  • Successful, innovative schools, and blueprints for deeper learning
  • Using retrieval practice and spacing to boost recall and retention
  • Transforming literacy and language learning through science

Featured Speakers

David B. Daniel, PhD

L&B Conference Chair; Professor of Psychology, James Madison University; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 Transforming Education Through Neuroscience Award; Co-Author, "Educational Neuroscience: Are We There Yet?" (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Journal of Applied Research in Memory and Cognition)

Linda Darling-Hammond, EdD

Charles E. Ducommun Professor of Education Emeritus, Stanford University; Faculty Sponsor, Stanford Teacher Education Program; President, California's State Board of Education; Co-Author, Preparing Teachers for Deeper Learning (2019), “Implications for Educational Practice of the Science of Learning and Development” (2018, Applied Developmental Science), Empowered Educators (2017), Be the Change: Reinventing School for Student Success (2016), and Teaching in the Flat World: Learning from High-Performing Systems (2015)

Barbara A. Oakley, PhD

Professor, Industrial and Systems Engineering Department, Oakland University; Co-Author, Learning How to Learn: How to Succeed in School Without Spending All Your Time Studying; A Guide for Kids and Teens (2018); Author, Mindshift: Break Through Obstacles to Learning and Discover Your Hidden Potential (2017) and A Mind for Numbers: How to Excel at Math and Science (2014)

Sarah-Jayne Blakemore, PhD

Professor of Cognitive Neuroscience; Deputy Director, UCL Institute of Cognitive Neuroscience Group, University College London; Editor-in-Chief, Developmental Cognitive Neuroscience; Author, Inventing Ourselves: The Secret Life of the Teenage Brain (2018); Co-Author, The Learning Brain: Lessons for Education (2005)

Stanislas Dehaene, PhD

Professor, Experimental Cognitive Psychology, College de France; Director, INSERM-CEA Cognitive Neuroimaging Unit; Author, How We Learn: Why Brains Learn Better Than Any Machine... for Now (Forthcoming),Space, Time, and Number in the Brain (2018), Consciousness and the Brain (2014), The Number Sense (2011), Reading in the Brain: The Science and Evolution of a Human Invention (2009)

David H. Rose, EdD

Founder and Chief Education Officer Emeritus, Center for Applied Special Technology (CAST); Lecturer, Harvard Graduate School of Education; Recipient, Special Education Lifetime Achievement Award from the Council for Exceptional Children; Co-Author, Universal Design for Learning: Theory and Practice (2013) and Teaching Every student in the Digital Age: Universal Design for Learning (2002); Co-Editor, Universal Design for Learning in the Classroom: Practical Applications (2012)

John T. Almarode, PhD

Co-Director, Center for STEM Education and Outreach; Associate Professor in the Department of Early, Elementary, and Reading Education, James Madison University; Co-Editor, Teacher Educator’s Journal; Co-Author,Clarity for Learning (2018), From Snorkelers to Scuba Divers: Making the Elementary Science Classroom a Place of Engagement and Deep Learning (2017), Visible Learning for Science (2017), and Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6–12 (2013)

1) THE SCIENCE OF DEEPER LEARNING: TEACH STUDENTS HOW TO LEARN

Preparing Teachers for Deeper Learning: Implications of Science of Learning and Development

Linda Darling-Hammond, EdD

Charles E. Ducommun Professor of Education Emeritus, Stanford University; Faculty Sponsor, Stanford Teacher Education Program; President, California's State Board of Education; Co-Author, Preparing Teachers for Deeper Learning (2019), “Implications for Educational Practice of the Science of Learning and Development” (2018, Applied Developmental Science), Empowered Educators (2017), Be the Change: Reinventing School for Student Success (2016), and Teaching in the Flat World: Learning from High-Performing Systems (2015)

In Search of Deeper Learning

Jal D. Mehta, PhD

Associate Professor of Education, Harvard Graduate School of Education; Co-Editor, Learning Deeply blog, Education Week; Author, The Allure of Order: High Hopes, Dashed Expectations, and the Troubled Quest to Remake American Schooling (2013); Co-Author, Education in a New Society: Renewing the Sociology of Education (2018) and The Futures of Education Reform (2012)

Learning How to Learn: Helping Students Succeed in School

Barbara A. Oakley, PhD

Professor, Industrial and Systems Engineering Department, Oakland University; Co-Author, Learning How to Learn: How to Succeed in School Without Spending All Your Time Studying; A Guide for Kids and Teens (2018); Author, Mindshift: Break Through Obstacles to Learning and Discover Your Hidden Potential (2017) and A Mind for Numbers: How to Excel at Math and Science (2014)

The Science of How We Learn

Stanislas Dehaene, PhD

Professor, Experimental Cognitive Psychology, College de France; Director, INSERM-CEA Cognitive Neuroimaging Unit; Author, How We Learn: Why Brains Learn Better Than Any Machine... for Now (Forthcoming),Space, Time, and Number in the Brain (2018), Consciousness and the Brain (2014), The Number Sense (2011), Reading in the Brain: The Science and Evolution of a Human Invention (2009)

The Learning Brain: Lessons for Education

Sarah-Jayne Blakemore, PhD

Professor of Cognitive Neuroscience; Deputy Director, UCL Institute of Cognitive Neuroscience Group, University College London; Editor-in-Chief, Developmental Cognitive Neuroscience; Author, Inventing Ourselves: The Secret Life of the Teenage Brain (2018); Co-Author, The Learning Brain: Lessons for Education (2005)

Diving Into Deeper Learning and the Science of Learning: Putting It All Together

John T. Almarode, PhD

Co-Director, Center for STEM Education and Outreach; Associate Professor in the Department of Early, Elementary, and Reading Education, James Madison University; Co-Editor, Teacher Educator’s Journal; Co-Author,Clarity for Learning (2018), From Snorkelers to Scuba Divers: Making the Elementary Science Classroom a Place of Engagement and Deep Learning (2017), Visible Learning for Science (2017), and Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6–12 (2013)

How Knowledge of Learning Sciences Has Influenced Teacher Practice and Efficacy Beliefs

Mariale M. Hardiman, EdD

Co-Founder and Director, Neuro-Education Initiative (NEI); Professor of Clinical Education and Vice Dean of Academic Affairs, School of Education, Johns Hopkins University; Co-Author, “Exploring Teacher Efficacy Beliefs in Puerto Rico: Results from a Neuroeducation Professional Development Study” (2018, AERA) and “Neuroeducation, Neuroethics, and Classroom Teaching: Where Brain Sciences meet Pedagogy” (2012, Neuroethics)

Digging Deeper Into How to Learn and the Science of Learning (Follow-Up Session)

Barbara A. Oakley, PhD

Professor, Industrial and Systems Engineering Department, Oakland University; Co-Author, Learning How to Learn: How to Succeed in School Without Spending All Your Time Studying; A Guide for Kids and Teens (2018); Author, Mindshift: Break Through Obstacles to Learning and Discover Your Hidden Potential (2017) and A Mind for Numbers: How to Excel at Math and Science (2014)

2) THE SCIENCE OF DEEPER THINKING: DEVELOP CRITICAL THINKING & REASONING

Knowledge and Practice: The Real Keys to Critical Thinking

Daniel T. Willingham, PhD

Cognitive Scientist; Professor of Psychology, University of Virginia; Blogger, Science and Education Blog; Writer, “Ask the Cognitive Scientist” Column, American Educator; Associate Editor, Mind, Brain, and Education Journal; Author, "How to Teach Critical Thinking" (2019, Education: Future Frontiers), "Should Teachers Know the Basic Science of How Children Learn?" (2019, American Educator), Cognition: The Thinking Animal (2019, 4th Edition), When Can Your Trust the Experts? (2012), and Why Don't Students Like School? (2010)

Dispelling the Myths: Understanding Neuromyths and Misconceptions About Learning and Thinking

Laura T. Germine, PhD

Assistant Professor of Psychiatry, Harvard Medical School; Director, The Many Brains Project; Director, Laboratory for Brain and Cognitive Health Technology; Technical Director, McLean Institute for Technology in Psychiatry, McLean Hospital; Co-Author, "Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths" (2017, Frontal Psychology) and "When Does Cognitive Functioning Peak? The Asynchronous Rise and Fall of Different Cognitive Abilities Across the Life Span" (2015, Psychological Sciences)

Brain Briefs: Do Schools Teach the Way Kids Learn and Think?

Arthur B. Markman, PhD

Annabel Iron Worsham Centennial Professor of Psychology and Marketing, The University of Texas at Austin; Former Executive Editor, Cognitive Science; Author, Bring Your Brain to Work: Using Cognitive Science to Get a Job, Do it Well, and Advance Your Career (2019), Smart Change: Five Tools to Create New and Sustainable Habits in Yourself and Others (2014) and Smart Thinking: Three Essential Keys to Solve Problems, Innovate, and Get Things Done (2012); Co-Author, Brain Briefs: Answers to the Most (and Least) Pressing Questions About Your Mind (2016) and Tools for Innovation (2009)

How Does Education Shape Reasoning and the Brain

Silvia A. Bunge, PhD

Professor of Psychology; Professor, Helen Wills Neuroscience Institute; Director, Building Blocks of Cognition Laboratory, University of California, Berkeley; Co-Author, “Eye Gaze Patterns Reveal How Reasoning Skills Improve With Experience” (2018, Science of Learning), “Neuroscientific Insights Into the Development of Analogical Reasoning” (2018, Developmental Science), and "Analogical Reasoning in the Classroom: Insights From Cognitive Science" (2015, Mind, Brain, and Education)

Boosting Cognitive Engagement and Critical Thinking in K-12 Classrooms

Rebecca Stobaugh, PhD

Associate Professor, School of Teacher Education, Western Kentucky University; Former Principal and Classroom Teacher; Author, 50 Strategies to Boost Cognitive Engagement: Creating a Thinking Culture in the Classroom (2019), Assessing Critical Thinking in Elementary Schools: Meeting the Common Core (2013), and Assessing Critical Thinking in Middle and High Schools: Meeting the Common Core (2013); Co-Author, Critical Thinking in the Classroom: A Practitioner's Guide (2018)

How to Be an Effective Skeptic: Critical Thinking Strategies to Evaluate Research-Based Practice

Andrew C. Watson, MEd

Former Classroom Teacher; Founder/President of Translate the Brain, a professional development consultancy; Author, Learning Grows: The Science of Motivation for the Classroom Teacher (2019) and Learning Begins: A Teacher's Guide to the Learning Brain (2017); Blogger, Learning & the Brain Blog

3) THE SCIENCE OF TEEN BRAINS: TEACH FOR DEEPER KNOWLEDGE & REFLECTION

Secret Life of the Teen Brain

Sarah-Jayne Blakemore, PhD

Professor of Cognitive Neuroscience; Deputy Director, UCL Institute of Cognitive Neuroscience Group, University College London; Editor-in-Chief, Developmental Cognitive Neuroscience; Author, Inventing Ourselves: The Secret Life of the Teenage Brain (2018); Co-Author, The Learning Brain: Lessons for Education (2005)

How the Teen Brain Learns: Benefits of Risk, Rewards, Value, and Connectivity on Learning and Memory

Juliet Y. Davidow, PhD

Postdoctoral Fellow, Affective Neuroscience and Development Lab, Department of Psychology and Center for Brain Science, Harvard University; Co-Author, “Neurodevelopmental Processes That Shape the Emergence of Value-Guided Goal Directed Behavior” (2019, The Cognitive Neurosciences), “Development of Prefrontal Cortical Connectivity and the Enduring Effect of Learned Value On Cognitive Control” (2019, Journal of Cognitive Neuroscience), “An Upside to Reward Sensitivity: The Hippocampus Supports Enhanced Reinforcement Learning in Adolescence” (2016, Neuron), and “Transfer of Learning Relates to Intrinsic Connectivity Between Hippocampus, Ventromedial Prefrontal Cortex, and Large-Scale Networks" (2014, Journal of Neuroscience)

Deeper Learning in High School: Transforming Education in the Twenty-First Century

Monica R. Martinez, PhD

Education Strategist; Senior Advisor, XQ Institute; Former Deeper Learning Senior Fellow, The William and Flora Hewlett Foundation; Presidential Appointee to the White House Commission of Educational Excellence for Hispanics; Co-Author, Deeper Learning: How Eight Innovative Public Schools Are Transforming Education in the Twenty-First Century (2018, Reprint Edition)

Metacognition, Mindsets, and Motivation: The Keys to Teaching College Students How To Learn

Saundra Y. McGuire, PhD

Director Emerita, Center for Academic Success; Former Professor of Chemistry, Louisiana State University;Awarded the 2007 US Presidential Award for Excellence in Mentoring; Author, Teach Yourself How to Learn: Strategies You Can Use to Ace Any Course at Any Level (2018), Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation (2015) and "Metacognition: An Effective Tool to Promote Success in College Science Learning" (2014, Journal of College Science Teaching)

STEM Education: Using Labs to Teach Critical Thinking to Teens and Young Adults

Natasha G. Holmes, PhD

Assistant Professor, Department of Physics; Primary Researcher, Cornell Physics Education Research Lab, Cornell University; Researcher, Cornell Virtual Embodiment Lab; Co-Author, "Examining and Contrasting the Cognitive Activities Engaged in Undergraduate Research Experiences and Lab Courses" (2016, Physical Review Physics Education Research) and "Teaching Critical Thinking" (2015, Proceedings of the National Academies of Sciences)

What Stress Does to Memory, Monitoring, and Regulation of Learning in Teens and Adults

Ayanna K. Thomas, PhD

Associate Professor, Department of Psychology; Principal Investigator, Cognitive Memory and Aging Laboratory, Tufts University; Co-Author, "Reducing the Consequences of Acute Stress on Memory and Retrieval (2017, The Journal of Applied Research in Memory & Cognition) and "Retrieval Practice Protects Memory Against Acute Stress" (2016, Science)

4) THE SCIENCE OF ENGAGEMENT: USE DIGITAL TOOLS & PROJECTS FOR DEEPER LEARNING

Engaging Deeper Learning with Technology, UDL, and the Science of Learning

David H. Rose, EdD

Founder and Chief Education Officer Emeritus, Center for Applied Special Technology (CAST); Lecturer, Harvard Graduate School of Education; Recipient, Special Education Lifetime Achievement Award from the Council for Exceptional Children; Co-Author, Universal Design for Learning: Theory and Practice (2013) and Teaching Every student in the Digital Age: Universal Design for Learning (2002); Co-Editor, Universal Design for Learning in the Classroom: Practical Applications (2012)

Inquiry-Based Learning: Promoting Critical Thinking and Reflection Through Technology

Teresa L. Coffman, PhD

Professor of Education, College of Arts and Science, University of Mary Washington; Author, Inquiry-Based Learning: Designing Instruction to Promote Higher Level Thinking (2017), Using Inquiry in the Classroom: Developing Creative Thinkers And Information Literate Students (2013), and Engaging Students Through Inquiry-Oriented Learning and Technology (2009, 2nd Edition)

The Science of Learning: Mind, Brain, and Technology

John D.E. Gabrieli, PhD

Director, MIT’s Integrated Learning Initiative; Grover Hermann Professor of Health Sciences and Technology and Cognitive Neuroscience; Professor of Brain and Cognitive Sciences; Co-Director, Clinical Research Center; Associate Director, Athinoula A. Martinos Imaging Center, McGovern Institute for Brain Research, Massachusetts Institute of Technology; Co-Author, “Evidence of Stable Individual Differences in Implicit Learning” (2019, Cognition), “Enhancing Workplace Digital Learning by Use of the Science of Learning (2018, PLoSONE), and “Language Exposure Relates to Structural Neural Connectivity in Childhood” (2018, Journal of Neuroscience)

Real-World Learning: Using Digital Tools and Projects for Deeper Learning

Rebecca Stobaugh, PhD

Associate Professor, School of Teacher Education, Western Kentucky University; Former Principal and Classroom Teacher; Author, 50 Strategies to Boost Cognitive Engagement: Creating a Thinking Culture in the Classroom (2019), Assessing Critical Thinking in Elementary Schools: Meeting the Common Core (2013), and Assessing Critical Thinking in Middle and High Schools: Meeting the Common Core (2013); Co-Author, Critical Thinking in the Classroom: A Practitioner's Guide (2018)

Demonstrating Student Mastery Through Technology, Digital Badges, and Portfolios

David Niguidula, EdD

Founder, Richer Picture/Ideas Consulting; Former Researcher, Coalition of Essential Schools; Former Researcher, Harvard Graduate School of Education; Author, Demonstrating Student Mastery With Digital Badges and Portfolios (2019) and “Documenting Learning With Digital Portfolios” (2005, Educational Leadership)

A Blueprint for Deeper Learning

Lissa Pijanowski, EdD

Founder and Chief Learning Officer, Innovate 2 Educate; Senior Fellow, International Center for Leadership in Education; Blogger for Classroom Solution, Houghton Mifflin Harcourt; Author, Architects of Deeper Learning: Intentional Design for High Impact Instruction (2018)

Engaging Brains: Increasing Student Engagement in the Classroom

John T. Almarode, PhD

Co-Director, Center for STEM Education and Outreach; Associate Professor in the Department of Early, Elementary, and Reading Education, James Madison University; Co-Editor, Teacher Educator’s Journal; Co-Author,Clarity for Learning (2018), From Snorkelers to Scuba Divers: Making the Elementary Science Classroom a Place of Engagement and Deep Learning (2017), Visible Learning for Science (2017), and Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6–12 (2013)

5) THE SCIENCE OF MEMORY & INSTRUCTION: MAKE LEARNING STICK

Making Learning Stick

Mark A. McDaniel, PhD

Professor of Psychological and Brain Sciences; Director, Center for Integrative Research on Cognition, Learning, and Education (CIRCLE); Principal Investigator, Memory and Complex Learning Lab, Washington University in St. Louis; Author, Prospective Memory: An Overview and Synthesis of an Emerging Field (2007); Co-Author, Make It Stick: The Science of Successful Learning (2014); Co-Editor, Prospective Memory: Cognitive, Neuroscience, Developmental, and Applied Perspectives (2015)

Harnessing Successive Relearning: The Power and Pitfalls of Self-Regulated Strategies for Improving Student Success

John T. Dunlosky, PhD

Professor, Department of Psychological Sciences; Director, Science of Learning and Education Center, Kent University; Author, “Strengthening the Student Toolbox” (2013, American Educator); Co-Author, The Cambridge Handbook of Cognition and Education (2019), "Why Does Interleaving Improve Math Learning?" (2019, Memory & Cognition), "Investigating and Explaining the Effects of Successive Relearning on Long-Term Retention" (2018, Journal of Experimental Psychology), “Improving Students’ Learning with Effective Learning Techniques” (2013, Psychological Science in the Public Interest) and Metacognition (2008)

Powerful Teaching: Unleash the Science of Learning

Pooja K. Agarwal, PhD

Cognitive Scientist; Former K-12 Teacher; Former Director of K-12 Student Assessment, Illinois State Department of Education; Founder, RetrievalPractice.org; Assistant Professor, Berklee College of Music; Former Project Lead, HarvardX (Massive Open Online Courses), Harvard University; Author, Powerful Teaching: Unleash the Science of Learning (2019); Co-Author, "Benefits from Retrieval Practice are Greater for Students with Lower Working Memory Capacity" (2017, Memory), "Both Multiple-Choice and Short-Answer Quizzes Enhance Later Exam Performance in Middle and High School Classes" (2014, Journal of Experimental Psychology), and "Advances in Cognitive Psychology Relevant to Education" (2012, Educational Psychology Review)

The Science of Learning and Instruction: 20 Years of Evolution

David B. Daniel, PhD

L&B Conference Chair; Professor of Psychology, James Madison University; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 Transforming Education Through Neuroscience Award; Co-Author, "Educational Neuroscience: Are We There Yet?" (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Journal of Applied Research in Memory and Cognition)

Working Memory Capacity and the Spacing Effect in Cued Recall

LaTasha R. Holden, PhD

Provost’s Postdoctoral Fellow in Psychology, Department of Psychology and Florida Center for Reading Research, Florida State University; Former Postdoctoral Fellow, National Assessment of Educational Progress, Educational Testing Service; Co-Author, "Working Memory Capacity and the Spacing Effect in Cued Recall" (2017, Memory) and "Individual Differences in Stereotype Threat: The Role of Working Memory Capacity" (2015, International Association for Psychological Science)

Instructional Strategies for Deeper, Unforgettable Teaching and Learning

Marcia L. Tate, EdD

Chief Executive Officer, Developing Minds, Inc.; Former Executive Director of Professional Development, DeKalb County School System; Author, 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning (2019), Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know They’re Learning? (2016), Worksheets Don't Grow Dendrites: 20 Instructional Strategies That Engage the Brain (2015), and Preparing Children for Success in School and Life: 20 Ways to Increase Your Child’s Brain Power (2011)

Decades of Memory Research: What Have We Learned?

Kenneth S. Kosik, MD

Co-Director, Neuroscience Research Institute; Harriman Professor of Neuroscience Research, Department of Molecular, Cellular and Developmental Biology, University of California, Santa Barbara; Co-Founder, Learning & the Brain; Author, Outsmarting Alzheimer's: What You Can Do to Reduce Your Risk (2017); Co-Author, The Alzheimer's Solution: How Today's Care is Failing Millions and How We Can Do Better (2010)

6) THE SCIENCE OF LANGUAGE: IMPROVE READING, WRITING, & SPEAKING

The Reading Mind

Daniel T. Willingham, PhD

Cognitive Scientist; Professor of Psychology, University of Virginia; Blogger, Science and Education Blog; Writer, “Ask the Cognitive Scientist” Column, American Educator; Associate Editor, Mind, Brain, and Education Journal; Author, "How to Teach Critical Thinking" (2019, Education: Future Frontiers), "Should Teachers Know the Basic Science of How Children Learn?" (2019, American Educator), Cognition: The Thinking Animal (2019, 4th Edition), When Can Your Trust the Experts? (2012), and Why Don't Students Like School? (2010)

The Science of Language: Why Language Learning Gets Harder As You Get Older

Joshua K. Hartshorne, PhD

Director, Language Learning Lab; Assistant Professor of Psychology, Boston College; Co-Author, “The Effect of Working Memory Maintenance on Long-Term Memory” (2019, Memory & Cognition), “A Critical Period for Second Language Acquisition: Evidence From 2/3 Million English Speakers” (2018, Cognition), and “The Causes and Consequences Explicit in Verbs” (2015, Language, Cognition, and Neuroscience)

Dynamic Teaching for Deeper Reading

Vicki Vinton, MFA

Literacy Consultant in the New York Public Schools; Former Writing Instructor, Queens College/CUNY and New York University; Co-Author, Dynamic Teaching for Deeper Reading: Shifting to a Problem-Based Approach (2017) and The Power of Grammar (2005)

Bridging the Gap Between Science of Reading and Best Classroom Practices

Richard Gentry, PhD

Independent Researcher; Educational Consultant; Former University Professor, Western Carolina University; Blogger, Psychology Today; Co-Author with Neuroscientist Dr. Gene P. Ouellette, Brain Words: How the Science of Reading Informs Teaching (2019); Author, Raising Confident Readers: How to Teach Your Child to Read and Write--from Baby to Age 7 (2010) and Step-by-Step Assessment Guide to Code Breaking: Pinpoint Young Students' Reading Development and Provide Just-Right Instruction (2008)

How Language Begins: The Evolutionary Story of Humanity's Greatest Invention

Daniel L. Everett, PhD

Linguist; Dean of Arts and Sciences; Professor of Sociology and Global Studies; Trustee Professor of Cognitive Science, Bentley University; Author, How Language Began: The Story of Humanity’s Greatest Invention (2017), Language: The Cultural Tool (2012), Don't Sleep, There Are Snakes: Life and Language in the Amazonian Jungle (2009), and “The Role of Culture in Language and the Cognitive Sciences” (2018, Language and Linguistic Compass)

Understanding and Overcoming Dyslexia in Light of Reading Science

Richard Gentry, PhD

Independent Researcher; Educational Consultant; Former University Professor, Western Carolina University; Blogger, Psychology Today; Co-Author with Neuroscientist Dr. Gene P. Ouellette, Brain Words: How the Science of Reading Informs Teaching (2019); Author, Raising Confident Readers: How to Teach Your Child to Read and Write--from Baby to Age 7 (2010) and Step-by-Step Assessment Guide to Code Breaking: Pinpoint Young Students' Reading Development and Provide Just-Right Instruction (2008)