Acknowledgments About the Author 1. Learning from Childhood to Adulthood 2. Brain Structures Accessed for Reading 3. Learning and Neuron Activity 4. Memory Systems and Learning 5. Reading with Comprehension, Automaticity, and Fluency 6. Motivation and Ability to Learn through the Grades: How different is an adolescent's brain? 7. Neurology and Technology for All Aspects of the Curriculum 8. Older Students Who Struggle with Reading to Learn 9. Neurology for all Content Areas 10. Resources, Connections, and Future Classrooms References Further Reading Glossary Index
Description
Pamela Nevills is first and foremost a teacher of children and adults. Her passion for teaching includes a full range of educator experiences from teaching in the primary grades, to teaching middle and high school, to being a teacher supervisor and instructor in university undergraduate, graduate, and doctoral programs. She participates in local, state, and national educational committees in the area of special education. As a two-time member of the instructional textbook selection committee for reading in the state of California, she brings expert knowledge of how children learn to read, and the materials teachers can use to follow the science of reading. Her passion for the cognitive and neurological aspects of reading stems from interactions with Dr. Pat Wolfe. Nevills is a national and international speaker and consultant on topics that include reading standards according to the Common Core; brain development from infancy to adulthood; all aspects of cognitive, neurological involvement for reading; and school management and design for teaching reading. Writing became a part of Nevills's work as she published for newsletters, the state of California, the Journal of Staff Development, and Corwin. Her involvement also includes research and studies for church organizations and an advisory board position for preschool. To contact Pamela Nevills, please email panevills@earthlink.net..