29 : 58
Why Do So Many Students Struggle to Read? Is Instruction Aligned with How Brains Read?
Learn about constructs from neuroscience that offer a plausible and well-researched explanation as to why so many students have reading problems and the implications for instruction. The concepts challenge mainstream thinking in the field of reading. Evaluation and research data obtained from implementing a unique and innovative intervention model that reflects the assumptions will be presented, including a third-party, gold-standard study of effectiveness that has been favorably reviewed by the Technical Committee of the Center for Response to Intervention. “If we are to obtain results never before achieved, we must expect to employ methods never before attempted.” (Francis Bacon)
This talk was presented at:
National Title I Conference
February 2017 in Long Beach, CA
For more information:
Dee Tadlock

DEE TADLOCK earned a Ph.D. in reading education in 1978. She has taught reading at every level from elementary school through graduate school and is currently adjunct faculty at Central Washington University. She is also Director of Research and Development for Read Right Systems, a consulting company. Dr. Tadlock has spoken at scores of state and national educational conferences, including providing keynote addresses. She has been published in Journal of Reading, Phi Delta Kappan, Reading Psychology, and Adult Literacy & Basic Education. She is author of the book, Read Right! Coaching Your Child to Excellence in Reading, published by McGraw-Hill in 2005. She was nominated for the prestigious Brock Prize for Innovation in Education and placed third out of 9 nominees.