Brain-friendly strategies to help all students become lifelong readers Learning to read is more than just an educational issue; it’s a social justice issue. Did you know that struggling readers are twice as likely as their peers to drop out of high school? Through time-tested, research-based neurocognitive teaching strategies, 10 Essential Instructional Elements for Students with Reading Difficulties will enable you to hone readers’ skills and help students from all grade levels develop their ability to create meaning from print. Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more. A key resource for creating intervention plans for struggling readers, features include:  • Information on the often-overlooked importance of emotions in the process of overcoming reading struggles  • Strategies to promote voluntary reading, even for the most reluctant students  • Useful resources such as graphic organizers, additional reading and writing activities, and QR codes that link to videos  • Use these strategies today and you can count on more students leaving your classrooms as fluent, lifelong readers. “Dr. Johnson tells the story of reading in a logical and clear manner with a book that is excellently researched, immaculately referenced, and full of practical tips for the practitioner.” Terry Bernstein, Former Senior Literacy Difficulties Specialist London Boroughs of Camden and Westminster, UK “This is the text I wish I had when I began to teach. Dr. Johnson clearly illustrates the process our brain uses to create meaning from text.” Marty Duncan, Ed.D., Author and Former Educator

Creating Meaning With Print : The Neurocognitive Model

Creating Meaning With Print: The Neurocognitive Model

Reading is creating meaning with print.

Over the course of the next three chapters, I will describe the process of reading first from a neurological perspective and then from a cognitive perspective. Understanding the process our brains use to create meaning with text will enable you to design and plan effective reading instruction. As stated in the Introduction, the content contained in these first chapters tends to generate questions and sometimes even controversy. Thus, I have included many more reference citations in these first chapters than I do in later chapters.

Understanding Reading

The Phonological Processing Model of Reading

The phonological processing model (described briefly in the Introduction) defines reading as simply sounding out ...

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