10 Essential Instructional Elements for Students with Reading Difficulties: A Brain-Friendly Approach

This book is the definitive resource on how the brain creates meaning from print, and is indispensible for educators seeking fresh solutions for students struggling with reading. Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more.

“"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. He suggests reading teachers need to de-emphasize phonics and use activities that ask the student to also use semantic and syntactical cues. The text includes ten chapters of instructional elements with tons of activities to increase motivation, phonic awareness, and fluency."”

-- Marty Duncan, Ed.D., educator, author, former teacher and superintendent "This book for teachers who want to help their struggling students learn to read and write includes classroom-tested reading and writing strategies and activities that students will enjoy and practice. Creating the conditions for student success is all spelled out in this book." -- Paul Wickham "It has become fashionable in recent years to view the teaching of reading as being as simple as getting children to sound out words. This is understandable. When we look at a page we see words made of out of letters, so it's easy to think that that's all there is to it. And for legislators and publishers this is an attractive proposition. The fundamental job of teaching children to read becomes something simple, logical, easy to measure, and of course easy to explain to parents. However, a closer look at what really goes on when we read soon tells us that the story is deeper, more beautiful, and more complex. Those words refuse to play ball (try "give" and "hive") and when we read we don't actually look at every letter in every word--far from it. Professor 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, (London Borough of Barnet) and former Senior Literacy Difficulties Specialist "As an educator with 30 years' experience as a reading specialist and learning disabilities teacher, I recommend this book as a resource that pulls together divergent ideas about reading, and weaves them together in a way that makes sense." -- Joan Whoolery, Reading Specialist Andy Johnson has written a unique professional text, unique because this may be the first American book to discuss reading difficulties from a top-down perspective. What Johnson does, quite eloquently, is to argue the limitations of the bottom-up perspective for developing readers. On the other hand, Johnson presents the research supporting a top-down perspective, especially for developing readers who read with understanding. He doesn't argue against developing student decoding proficiencies as much as he argues for a far more contextualized approach in the development of this aspect of emergent literacy and for a much more important role for student self-selection of texts and for the engagement of students in wide reading.

His arguments are clear and his writing is easy to read. His suggestions for instruction are research-based and cover early literacy development quite completely. Primary grade teachers, especially, will love this book, and rightfully so. -- Dick Allington, Professor of Education

Dr. Johnson is a Professor of Holistic Education in the Department of Educational Studies: Special Populations at Minnesota State University, Mankato. He specializes in literacy education, strategies for the inclusive classroom, social studies education, holistic education, and gifted education. He worked for 9 years in the public schools as a first, second, and sixth grade teacher and as a gifted education coordinator before moving into higher education. He is the author of many books and articles related to education, teaching, and learning. Currently, his areas of interest include action re

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