Although there is an enormous amount of information, the simplicity of the language, the chronology of reading development, and the suggested practices or strategies at various stages create a comprehensive, meaningful, and relevant text. (Yvette Jackson, Executive Director)
"Provides a solid analysis, based on brain research, of how the brain functions as children learn new reading skills. The authors then take it a step further by illustrating concrete instructional practices that provide learning opportunities for all students." (News Briefs, Fall 2006)
About the Author
Wolfe's major interest over the past 20 years has centered on the educational implications and applications of current neuroscience, cognitive science, and educational research for teaching and learning. She can be reached at Mind Matters, Inc., 555 Randolph Street, Napa, CA 94559, Phone and Fax: (707) 226-1777, Web site: www.patwolfe.com
Pamela Nevills is first and foremost a teacher, working with learners from multiages—primary grades through post graduate students. She supervises student teachers and teaches methods classes at the University of California, Riverside. She has participated on and has been honored by local and state advisory committees. As a two-time panel member for Reading textbook selection for the state of California, she is well versed with state and national content standards. She is a national and international speaker and consultant on topics that include brain development from birth through adulthood, the brain and reading, school designs for all readers, and adult learners. Writing is a recent addition to Nevills's work. She is published through the state of California and by the Journal of Staff Development, and she regularly contributes to organizational newsletters.