Dr. David A. Sousa is an international consultant in educational neuroscience and author of 15 books that suggest ways that educators and parents can translate current brain research into strategies for improving learning. A member of the Cognitive Neuroscience Society, he has conducted workshops in hundreds of school districts on brain research, instructional skills, and science education at the Pre-K to 12 and university levels. He has made presentations to more than 100,000 educators at national conventions of educational organizations and to regional and local school districts across the U.S., Canada, Europe, Australia, New Zealand, and Asia. Dr. Sousa has a bachelor's degree in chemistry from Bridgewater State University, a Master of Arts in Teaching degree in science from Harvard University, and a doctorate from Rutgers University. His teaching experience covers all levels. He has taught senior high school science, served as a K-12 director of science, a supervisor of instruction, and a district superintendent in New Jersey schools. He has been an adjunct professor of education at Seton Hall University and a visiting lecturer at Rutgers University. Prior to his career in New Jersey, Dr. Sousa taught at the American School of Paris (France), and served for five years as a Foreign Service Officer and science advisor at the USA diplomatic missions in Geneva (Switzerland) and Vienna (Austria). Dr. Sousa has edited science books and published dozens of articles in leading journals on staff development, science education, and educational research. His most popular books for educators, all published by Corwin Press, include: How the Brain Learns, fourth edition; How the Special Needs Brain Learns, second edition; How the Gifted Brain Learns; How the Brain Learns to Read; How the Brain Influences Behavior; and How the Brain Learns Mathematics, which was selected by the Independent Publishers' Association as one of the best professional development books of 2008. The Leadership Brain suggests ways for educators to lead today's schools more effectively. His books have been published in French, Spanish, Chinese, Arabic and several other languages. Dr. Sousa is past president of Learning Forward (formerly NSCD). He has received numerous awards from professional associations, school districts, and educational foundations for his commitment to research, staff development, and science education. He recently received the Distinguished Alumni Award and an honorary doctorate from Bridgewater (Massachusetts) State University, and an honorary doctorate from Gratz College in Philadelphia. Dr. Sousa has been interviewed by Matt Lauer on the NBC Today Show and by National Public Radio about his work with schools using brain research. He makes his home in south Florida.

About the Author Introduction The Bad News and the Good News About This Book Assessing Your Current Knowledge of Reading 1. Learning Spoken Language Spoken Language Comes Naturally Structure of Language Levels of Language Comprehension 2. Learning to Read Reading is Not a Natural Ability Early Stages of Reading Reading Comprehension How Memory Affects Learning to Read What Do Brain Scans Reveal About Reading? Models of Reading Pathways The Importance of Practice 3. Teaching Reading Brief History of Teaching Reading Brain Research and Learning a Skill Modern Methods of Teaching Reading Research Findings on Reading Instruction - Decoding Research Findings on Reading Instruction - Comprehension 4. Recognizing Reading Problems The Reading Gap Inadequate Reading Instruction Social and Cultural Causes of Reading Problems Physical Causes of Reading Problems Brain Imaging Studies Detecting Reading Problems 5. Overcoming Reading Problems Some Considerations for Teachers of Students With Reading Problems Basic Ingredients of Early Intervention Programs Programs for Older Students Rewiring the Brains of Struggling Readers Reading Problems and Taking Tests Advice to Students With Reading Problems Advice to Parents of Children With Reading Problems 6. Reading in the Content Areas Strategies for Helping Students Read Content Material Sequencing the Reading Strategies Graphic Organizers and Comprehension of Content Area Reading Reading Patterns in Content Areas 7. Putting It All Together The Basics of a Successful Reading Program Conclusion Glossary References Resources Index