Overcoming Barricades to Reading

Sue Teele, PhD is the author of several books, including The Multiple Intelligences School: A Place for All Students to Succeed, and a spatial inventory, The Teele Inventory for Multiple Intelligences. She is the Director of Education Extension at the University of California, Riverside, where she administers over 20 different programs for 8,000 to 10,000 educators a year. She created the first and only certificate in the study of multiple intelligences in the world. She is also the director of the Renaissance Project, a research study that examines the theory of multiple intelligences and its impact in the educational setting.

Foreword Preface About the Author 1. Introduction Introduction Crystallizing and Paralyzing Experiences Children's Developmental Progressions 2. The Theory of Multiple Intelligences - A Vehicle for Learning The Theory of Multiple Intelligences Linguistic Intelligence Logical-Mathematical Intelligence Spatial Intelligence Musical Intelligence Bodily-Kinesthetic Intelligence Intrapersonal Intelligence Interpersonal Intelligence The Teele Inventory of Multiple Intelligences 3. The Relationship of the Brain to Teaching Reading The Connections in the Brain Stem, the Limbic System and the Cerebral Cortex Right and Left Hemispheres Lobes of the Brain Neural Branching and Pruning The Relationship of the Brain to Reading Three Brain Systems How Children Acquire Language 4. The Process of Learning to Read History of the English Language's Oral and Written System Language and Learning The Process of Learning to Read Different Approaches for Teaching Reading Systematic Phonics Approach Literature-Based, Whole Language Approach Studies About Different Reading Approaches A Multi-faceted, Integrated Approach for Teaching Reading Characteristics of a Multi-faceted Model for Teaching Reading 5. The Reading Process How Children Learn to Read Phonics, Phonemic Awareness and Phonological Awareness Phonics Phonemic Awareness Ways to Teach Phonemic Awareness Phonological Awareness Alphebet Knowledge Metalinguistic Awareness Automaticity Activities to Assist Beginning Readers in Relating Phonemic Awareness to Vocabulary Development The Role of Spelling in the Reading Process Sounds in Language The Translation Process of Reading 6. Comprehension and Writing Skills Oral Language Teaching Students to Comprehend What They are Reading An Overview of Comprehension Strategies, Approaches for Teaching These Strategies and Intelligences That Match Each Strategy Text Structure Teaching Students to Write The Progression From Reading to Writing 7. Structural Techniques That Assist Students in Improving Decoding, Comprehension and Writing Skills Venn Diagram Timeline Sequence of Events Chain Clusters/Webs or Mapping Synonym Web Word Map Semantic Word Map Concept Map Descriptive Map Word Webs Diagramming of Sentences Concept Wheel or Circle Sound Wheel Storyboard Story Pyramid Pictorial Input T-Chart Graphic Organizer and Multiple Intelligences Chart 8. Strategies for Integrating the Theory of Multiple Intelligences Into Teaching Reading The Relationship of Spatial Intelligence Into Teaching Reading Integrating Musical Intelligence Into Teaching Reading Activities That Utilize Bodily-Kinesthetic Intelligence to Teach Decoding and Vocabulary Skills Teaching Reading to Logical-Mathematical Learners Activities Using Multiple Intelligences to Assist in Developing Comprehension Skills Rainbow Unit That Demonstrates Integration of Multiple Intelligences Into Teaching Reading, Writing and Comprehension Skills Using Computer-Assisted Instruction to Support Teaching Reading Through Multiple Intelligences The Role of Multiple Intelligences in Teaching Reading 9. Teaching Reading to English Language Learners Teaching Reading to English Language Learners Integration of Oral and Written Language for Both Native and English Language Learners Differentiated Instruction for English Language Learners The Developmental Process of Learning and Language Case Study of an English Language Learner Current Studies on Teaching Reading to English Language Learners Strategies for Teaching English Language Learners to Read 10. Conclusions Concluding Remarks Re-Direction for Teaching Reading References

"Sue Teele has provided a compelling challenge to the stultifying one-size-fits-all approach to the teaching of reading. Her book is a bold and worthy entry in this critical national educational debate." -- Carlos Cortes, Professor Emeritus of History