Neuroscience and how it supports structured literacy intervention



Attached is a keynote presentation, Reading and the Brain: Educational Neuroscience, for the McKay Coalition of Scholarship Schools, that reviews the current neuroscience of reading.


Clinicians are often asked to explain why we use certain methods and, specifically, why we use structured literacy intervention methods (aka Orton-Gillingham, aka a multi-linguistic approach) and/or why this methodology is preferable to other interventions. 


With citation, you are welcome to quote from this presentation and/or show images from it-- to help kids, parents and/or teachers better understand this new neuroscience of reading and how and why the Lexercise structured literacy methodology is consistent with it.


This is such an exciting time to be working with struggling readers and writers, as we can literally see how the brain's reading networks work!



Recommended citation: Barrie Blackly, S.  Reading and the Brain: Educational Neuroscience. 
The keynote address, The McKay Coalition of Scholarship Schools Fall Conference, March 10, 2014, Orlando, Florida.   








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