Overcoming Barricades to Reading: A Multiple Intelligences Approach

"This is a fascinating study. 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
University of California, Riverside

Applying current brain research, social-emotional findings, and the theory of multiple intelligences to more traditional approaches to teaching reading, this exciting resource helps teachers unlock the door to literacy by teaching to the individual and unique strengths of their students.

Special features include:

• New directions for teaching reading
• An overview of the brain′s structure and how individual differences influence the reading process
• An examination of the theory of multiple intelligences and how its application can significantly increase the effectiveness of traditional reading and writing instructional methods
• Case studies, practical diagrams, maps and charts illustrating techniques that will improve decoding, comprehension, and writing skills
• Innovative strategies for teaching reading to English Language Learners 

Dr. Teele′s multifaceted integrated model for teaching reading will help teachers instill in their students a joy for reading while they are developing their reading skills and enhancing their creative potential. Teachers, administrators, and parents alike will be amazed by the leaps and bounds their struggling readers make!

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.