Comments from Leaders in Literacy and Learning:

From 'On The Brain' 6-1-07 

David Boulton’s “Children of the Code” is a wonderful, general resource for educating yourself, a class, a teaching staff, your professional assistants — or any other group with a need to know — about the miracle of reading. A second, very enlightened focus of Boulton’s opus is on the origins of, and the great personal and societal costs, of impairments in reading.

David’s basic strategy was 1) to record beautifully guided conversations with more than a hundred scholars, scientists and educators who have something useful to say about reading and reading failure; 2) to collect a large series of straight-from-the-heart interviews with less-than-proficient and busted readers; then, as a skilled documentarian, 3) to summarize the wisdom represented by our leading experts and by kids struggling to master the incredibly complex skill of proficient reading in a series of beautifully crafted DVDs summarizing different aspects of the science and sociology of reading (the ‘code’), and of reading failure. These are GREAT teaching tools. I have personally especially enjoyed Boulton’s treatment of the origins and expressions of dyslexia, the emotional dangers of reading failure, and its enormous societal costs. When David Boulton’s treatment extends into my own scientific subdiscipline, his treatment passes muster, for accuracy, and for balance.

I have also enjoyed reading transcripts of Boulton’s interviews, which can be accessed (free of charge) at www.childrenofthecode.org. They are special because this large group of world-class experts are all adroitly guided by David to express their overall perspective about how their science or professional experience relates to the ‘great issues’ of reading science and of the individual and collective impacts of reading success and reading failure on American society. This is great stuff, full of wisdom, rich in insight, the whole a LOT greater than the sum of its parts! I’ve read more than sixty of these interviews over the past months, and each time I take another bite at this feast, I learn a little more about reading and dyslexia. I’m readin’ ‘em all! If language or reading is within your range of interest, check it out.

“Children of the Code” is a unique achievement, and a special gift for all of us! Thanks, David, for this OUTSTANDING contribution to this VERY important subject. Nothing quite like it, under the sun!  - Dr. Michael Merzenich, Keck Center for Integrative Neurosciences, UCSF 

"It’s a wonderful thesis and it's so refreshing to hear you articulate it because I guess I am in total agreement with it and I have not really heard people articulate it as clearly you have...  I love what you are doing." - Dr. Louisa Moats, Sopris West Educational Services  

"As a veteran principal in a large K-6 school filled with largely disadvantaged youth and many struggling readers, I find your website highly useful, intellectually provocative, and very compelling. As a Reading First school, sustainability of gains and our ability to move these gains to adolescent readers is a challenge. It is great to know that even when the funding runs out, there are resources like this one. We've used your videos in faculty meetings, parent meetings, and study groups. I've shared the site with my colleagues. Thank you, thank you, thank you. I'm looking forward to the time that our teacher-training institutions of higher learning catch up. I also hope you are encouraging our 3 presidential candidates (or perhaps their aides) to start making connections between literacy and the health of our nation." - Barbara Weiss, Principal, Meadow Hill School, Newburg, NY

"It's a wonderful thing that you're doing. I appreciate the scope of what you're doing. It's called information improvement which is the prime issue in knowledge advancement. How do you put things together in ways that are easily understandable and communicable to other people. You're talking about a big thing. People see pieces of it and you're putting together a whole lot of things that no individual one of us has a grasp on."  Todd Risley, Professor Emeritus of Psychology at the University of Alaska, Co Author - "Meaningful Differences"

"Like most scholars, until awakened by the “Children of the Code” project, I took reading as much for granted as eating and drinking. Very few of us have paid sufficient attention to the specific emotions triggered in children as they begin to read.  Yet any impediment to mastery of the confusing code that connects spoken and written English must trigger shame, the emotion that stops all useful thought. So painful does shame become in the public arena of the schoolroom that our children swiftly divide into two streams and two futures purely on the basis of their response to the shame that accompanies the struggle to learn our written language. “Children of the Code” merits the serious attention of anyone interested in emotional health of children or the future of America."  -  Donald L. Nathanson, M.D. Clinical Professor of Psychiatry, Jefferson Medical College, Author: Shame and Pride and Knowing Feeling 

"Wow, that’s interesting.  I think that’s a lovely description of it (the challenge of learning to read).  It really is a virtual reality, it is a matrix….I’m impressed with the cast that you’ve assembled; it’s certainly a very impressive group." - Dr. Tim Shanahan, Chair National Early Literacy Panel, National Reading Panel Member, President (2006), International Reading Association  

"What really attracted me to your project was its originality and breadth.  I really like that you have assembled such a diverse group of experts in a variety of areas pertaining to reading. What I think is really important for the public to understand is the magnitude of the numbers of individuals (not just dyslexics) who struggle to learn to read, and the impact this has both on the individuals affected, as well as on society."  - Dr. Paula Tallal, Chair of Neuroscience, Rutgers University

"The National Center for Family Literacy is thrilled to be involved in an effort of this nature that drives at the importance of understanding the reading difficulties so many people face."  - Sharon Darling, Founder and President, The Nation Center for Family Literacy  

“There is NOTHING like it anywhere... This is POWERFUL.” – Robert Sweet, Founder National Right to Read Foundation, Retired Professional Staff Member, U.S. House of Representatives, Committee on Education and the Workforce, Washington, DC

"It’s great. I think this is fascinating. It’s wonderful that you’re doing this. I would love to have our people involved in it.  We would love to be in continued cooperation with you on it."  - Sandra Feldman, (past) President, American Federation of Teachers

"What you are doing is simply wonderful." - Gabor Kertesi, Institute of Economics, Hungarian Academy of Sciences, Hungary

"Dear Friends: I've just had a most profitable and interesting professional experience that I want to pass along. Thanks to a brief email exchange with Bob Sweet, I discovered a website (and project) called Children of the Code (go to www.childrenofthecode.org) The site has transcripts of interviews with more than 80 major experts on reading instruction, from neuroscientific viewpoints to classroom perspectives. Mr. Sweet suggested that I read a transcript of an interview with him to learn more about scientific-based reading instruction and his perspective on how to teach reading. The interview was most helpful, even though the discussion was almost exclusively about children. After reading Mr. Sweet's interview I clicked immediately on an interview with Robert Wedgeworth, head of Proliteracy. The EPIPHANY MOMENT happened when I began to compare the two points of view. I was surprised to find what I believe to be considerable common ground. Both literacy leaders agree about issues of self-esteem and environmental factors such as parental support. More and more I believe that what appears to be opposing views about techniques to teach reading is really more about rhetoric.

"I have been trying to "listen hard" to the conservative point of view to find "common ground" as I have increasingly become alarmed that infighting and turfism are getting worse, not better. This effort has been exhilirating. While I continue to be unconvinced by much of the "proof" that "science" offers, and I wish Mr. Sweet would drop words like "malpractice" from his vocabulary, I have learned a lot. In short, I think Mr. Sweet and others, including myself, need to come out of our respective corners and meet in the middle. A truly open-minded discussion of research may be that middle ground. The website "Children of the Code" may not a non-partisan forum, (I haven't spent enough time there yet to judge that) but it is available and open. I challenge everyone on this list, of all viewpoints, to spend some time with Children of the Code."       - D. Yoho, Co-moderator, NIFL-Health Listserv, Executive Director, Greater Columbia Literacy Council, Past President, SC Adult Literacy Educators

"Basically what I’m feeding back to you is reinforcement of the theory that you have been discussing based on our on-the-ground experience with adults who are reflecting those same behaviors."  (referring to reading-shame-aversion behavior in children) - Dr. Robert Wedgeworth, President of ProLiteracy 

"Your approach is a novel and promising way of tackling a long-standing serious social problem, the functional illiteracy of many young people in the United States and other English-speaking countries."  - Robin Allott - Linguist, Author of the Motor Theory of Language Origin 1989 and of The Great Mosaic Eye 2001 (on the origin and usefulness of the alphabet) Sussex England

"Our most compelling crisis and challenge in education is addressing the epidemic of illiteracy. Toward that end, I ask your consideration of this compelling proposal."  - Senator Emeritus John Vasconcellos, Ex-Chair, California Senate Education Committee 

"David's grasp of the fundamentals of learning from the "inside out" is a vision deserving of the most serious consideration.  It's not just a new reading technique.  He is the first one I know who has created a concept of the 'silent' affective-cognitive processes involved in reading that not only states the problem, but who is offering new ways to move on.  I can personally attest to David's integrity as a person, a scientist, and a technologist.  I have seen the years of dedication it took to realize and formulate his insights."  - Gary David, Ph.D, Epistemologist, Affect Therapist, L.A. California, USA

"Thank you for everything you are doing. I look forward to sharing all your videos with the teachers I work with in schools and the faculty members I present to at conferences and through informal communications." -  Mary Spencer, M.Ed., Colorado Department of Education

"This is a wonderful site. I absolutely love your work and all of the information and material that you make available" - Arona Korman, Israeli Ministry of Education

"My colleagues and I truly appreciate the work of this project." - Cresencia S. Huff, San Antonio Public Library,Texas

"This program and the kind of effort that you're doing seems to be just perfect. When I saw your list of the people you have already interviewed or were set to interview it was, of course, the Who's Who of the whole field."  - Chris Doherty, Ex- National Program Director, Reading First Program, U.S. Department of Education

"I am thrilled with the information contained in Children of the Code. It is an exceptional documentary. As an educator and  professional speaker, I mention Children of the Code in my, Oops the Wheels Fell Off - How Did That Happen? workshops and seminars. I always reference it and place the info in my handouts." - L. R. Donaldson - President, Beacon Literacy, Alberta, Canada

"I've taught the literacy courses at University of Dayton for the past three years...this after teaching for 30 years. I accidentally stumbled upon your website and it has totally changed the type of material and the message I'm delivering to my students. Your information has provided both a foundation and a springboard into what avenues to pursue. I've woven in your video clips to help make various points...the clips are awesome!  I finally feel like I am able to offer my students some truly valuable information about teaching reading."

"Although the information from CHILDREN OF THE CODE relates to all students, those students who will benefit most are those who haven't learned or are at risk at learning to read "proficiently". In other words...a lot of what you talk about is geared toward getting kids to read and understand what they read. Your information isn't meant to be prescriptive, but rather a knowledge base from which teachers can intelligently and knowingly develop practices that will enable them to really teach kids how to read."

"I am eternally grateful for your information and am using it to to provide our teachers-to-with the type of knowledge that will really make a difference in teaching children how to read." Dr. B. Lewellyn  - University of Dayton, OH

Comments from Attendees of Keynotes, Seminars, Workshops and Conference Presentations:

"I am a 30-year teacher and I felt like for once what was being said to me made absolute sense." - K. HusVall, Cheektawaga, New York

"I heard your presentation at the American Library Association’s Annual Meeting in June, 2005. Your fascinating work may be our best hope of rousing the nation from its inexplicable slumber on this issue." - J. Martin, Bread for the Head Organization, Chicago

"Wow! Eureka! Now I get it. I wish I had heard this 25 years ago." - M. Plail, Sutton Elementary Even Start, Houston, TX  

"The Children of the Code experience was life changing for me.  I have renewed passion to ensure that every child learn to break the code--there is nothing wrong with the struggling reader--there is something wrong with the curriculum or the implementation of the curriculum!" - T. Nichols, Ph.D., Consultant, Alabama Department of Education

"The keynote speech (Opening the May 2006 Florida Literacy Conference) and the concurrent session in the afternoon were very inspiring! After the afternoon session I did not even want to go to any other seminar since I was on such a "high" from your presentation of "Children of the Code". Thank you very much!" - J. Ong, Hillsborough County School District, Florida

"This was a tremendous workshop! The material presented was eye opening. For the first time, I was given insight into the way we learn and process "the code". By understanding the interlockings of language environment, self esteem and shame based feelings when not reaching learning expectations, it became clear to me why so many become disengaged/disconnected from the "educational process". - D. Hardy - Illinois Action For Children, Chicago, Illinois

"Mr. Boulton is an excellent speaker and was very convincing about the desperate situation our students are experiencing concerning reading education. The interviews with the top educators and researchers in the field was impressive, timely, and persuasive. Mr.Boulton presented excellent information about the many varied causes of the literacy crisis. THIS MATERIAL NEEDS TO BE PRESENTED to as many people as possible. Mr. Boulton or his videos should be required material for anyone going into education.  Thank you for opening up the world so I can be scared about our students and their futures!  I needed to hear this critical information." – M. Beatty, L.D. Teacher,   Warrensburg , Mo  

"David Boulton spoke after lunch and no one went to sleep. Everyone was very aware of his passionate presentation and enjoyed it greatly. He was great and the videos that he utilized were very moving. The information was outstanding! It was very convincing to our group of educational leaders. Keep up the great project." - J. Simmons, Arkansas Association of Educational Administrators

"Since working with special education in the middle school level for several years I am well aware that reading is our number one problem and through your research and presentation it will give all educators a voice that if proclaimed loud enough may be heard.  Wish it could be seen by everyone - parents - and especially those that make government policy. -  The problem IS CRITICAL - life threatening as you well explained. I appreciated the history of the alphabet and our language. Very interesting and an "a-hah" moment! No wonder we all struggle to one extent or the other. Excellent definition of reading  - and so much more complicated than most people think- If we know what is involved in the process how much better we can teach!!!!! This need to be understood as a big wake up call to all in education and parents. Would like to see this have more exposure - this is a crisis - this should be on 60 minutes, 20/20, Oprah - and any other media that will get the word out. This is one battle that we can win!!!! For the sake of everyone." -  A. Starkey, Educator, Kansas

"I am a psychologist from Newark, Ohio, and recently attended your presentation on “The Effect of Learning to Read Difficulties on Mental Health” at the School-Based Mental Health conference in Cleveland. As a  mental health practitioner working in schools, I regularly see the effects of learning problems on children’s mental health. Your presentation however, informed me at new levels and inspired me to new heights for working with students’ reading abilities and struggles. - Dr. B. Bloomster, School Intervention Program Coordinator, Newark, Ohio

"Wonderfully put together and backed up by so much research. Get this wonderful information into the schools for teachers and parents. What an incredible job... I loved it!" - K. Kull, Kenmore, New York

"Fantastic! This information needs to be in the hands of every educator that is involved in teaching people to read."  - P. Leach, Teacher, McAllen, Texas

"Excellent presentation, knowledge of subject, understanding of content through presenter skills and presentation.  Would like more information and have shared it with my office staff of Marriage and Family Therapists. Again, this was excellent, the presenter was excellent, and the information was of great importance to all members of society."  - J. Dixon , Kansas Children's Service League  

"Clear explanations that do not focus on the blame game but work toward solutions. This was a tremendous awakening! This much needed information must be spread to the masses!" - B. Smyzer, Educator

"I agreed with everything that was presented.  It made a lot of sense.  I found it comforting to now be able to tell my struggling readers (including my granddaughter) that "It's not your fault." I know there is a connection between learning and how you feel about it, but I'm not sure I ever put as much emphasis on that issue as now I know I should." – C. Perry Davis, Henry County School District, MO

"I had never heard so much expertise in one seminar. Excellent presentation." - A. Mares, Region One Education Service Center, Edinburg, Texas

"I was extremely impressed by Mr. Boulton's knowledge on the subject of literacy and the extensive research he had done. His analysis of factors contributing to the problem of illiteracy was highly interesting and in some cases new to me. It was a riveting session."  L. Taylor, Broward County, Florida

"This was an exceptional presentation. We can all relate to and walk away empowered because of the excellent organization of your presentation and wealth of knowledge and information. Thank you." - T. Farmer, Alabama State Department of Education, Birmingham, AL

"I recently attended one of the seminars and I thought it was fabulous. The presenter was great. He did a great job on condensing down the information into our time format." - S. Brodersen, School Psychologist, Nebraska

"Highly informative presentation with good blend of in person and video.  Understanding the background of historical influences on the English language and the challenges those present for learning to read were important and unknown to most of us. I was very impressed with your ability to touch people in the audience with the importance of reading and the shame associated with the struggle." - Penny Dorpinghaus, Educator, Kansas  

"Extremely thought provoking! I really never thought about reading in the way I now am. Thank you!" - G. Willis, Gerald Adams Elementary School, Key West, Fl

This was great! You are right on target. As a parent of a dyslexic child and an educator I feel that your message needs to be shared with entire communities. - A. Burton , International Dyslexia Association, Board Member, North Carolina

"I loved this seminar! It is a whole new way of looking at these issues."  - M. Hord, Clay County Literacy Coalition, Orange Park, Florida

"Wow! It is a lot to think about. I know I'll do a better job teaching reading, of course I'd like to know more about strategies to use that would help students struggling to read and comprehend. Great background knowledge!  This information would be very helpful for preschools, daycares, churches, etc. in addition to parents. We should persue every avenue of exposure." – A. M. Randolph, Fort Osage School District , Independence , MO

"Absolutely wonderful!  Can't wait to see/hear more-inspired me to pick up my rate of research and learning on topic as an Academic Language Therapist and a Resource Room Director for k-12 students."  - L. Schmidt, Berean Academy, Elbing , KS

"This information is a very important basis of understanding for teachers and I am not sure how many of us know it. I learned more here than in all my college courses on language."  - B. Gallagher, Niagara Falls, New York  

"You have GREAT info. I totally agree with it all. I enjoyed the presentation.  There was a great deal of info.  I like all of the interviews. Great info for parents! Thank you for sharing your info. with Nebraska School Psychologists!!" - K. O'Toole, School Psychologist, Omaha, NE

"You are doing a great service - you are a voice crying in the wilderness about a problem that is very real right now & is only going to get worse (given the ongoing demographic changes of the US) AND you are presenting the way to help (rather than just admiring the problem!) you've done (& continue to do) outstandingly well!!! good show! good work!" - Dr. B. Stone, Psychologist, Kansas

"All in all, AMAZING STUFF. I told Mr. Boulton, if you did not come out here for anyone else, you came for me. I am still having to think through and process what I have learned. It is life changing!  - G.  Hyde, San Francisco, California

Florida Literacy Conference

"Wonderful presentation. Great to get teachers who are not reading specialists to understand the code and teaching reading." - K. Kuehn, Amherst, New York  

"This should have been a 3-day conference allowing us to immerse our brains to facilitate adjusting our paradigms! Thank you so much!" - Judy Ann Greene, Park University School for Education, Parkville , MO

"This was one of the best literacy presentations I have ever seen!" - A. Ryan, Success by 6-United Way, Buffalo, New York  

"This project has the potential to revolutionize how America thinks about literacy. Every citizen in America needs to hear this message and make a commitment to address the problem." - L. Page-Williams

"Excellent, eye opening, informative, thought provoking - should have been all day or more." - S. Mojica, Jericho, Vermont  

"A very enlightening presentation, somewhat disturbing but also empowering in the sense that we see the option to address literacy failures from a different perspective.  I am  excited about the prospect of having this information become more  common knowledge. I was truly impressed with the content and style of this presentation.  The topic is probably one of the most crucial of our times, if not THE most crucial." - D. Agius, Wake County Public Schools, North Carolina

"We are all children of the code. The seminar provided information on how to view the reading problem in a new perspective." - Z. Garza, Mission, Texas

"Presenter was wonderful - knowledgeable and eloquent. Great video clips." - C. Lee, Kenmore, New York

"Fascinating. Helps me tomorrow in the classroom." - S. Shunkwiler, Columbus, Ohio  

"I was very impressed with your presentation...from my point of view, your presentation, film and speaker, were outstanding. I just really think your presentation was top rate. I do wish you success, the most success. In fact, should you succeed, the benefits will certainly accrue to us all."  - J. Stirton, First Unitarian Church of Oakland

"Looked at reading with a whole new perspective." - B. Guerra, Teacher, McAllen, Texas

"This is a very interesting approach and I could see many applications that will work to assist the students I work with daily.  I appreciate the time for this workshop but it was too much information for the time alloted and I would like to have it be a two day workshop to aide learning.  It was great to hear that you have defined the problem so well. We need to do more to eliminate the "Blame" of all who are concerned, i.e., students, parents, teachers and caregivers.  Thank you for your presentation." – L. Boddy, Warsaw RIX School District , Warsaw , MO

"It was very informative and professional. Administrators should be mandated to see and become aware of this major issue. Thank you." - S. Perez, Teacher, Escandon Elementary

"I just heard David Boulton speak last night at a short workshop and I am totally reeling. I've been researching and working on Early Literacy for about 5 years now, and this new piece just fascinates me. He is pulling together people from even more diverse fields of study to delve into why it's so hard for kids to learn to read, and also why it sets them up for failure in life. One piece I have not yet heard about is the downward spiral of embarrassment and shame and what that does to a person. If you start at such a young age feeling shame at being confused over learning, it can literally derail your brain in such a fashion that it incapacitates you. I need to know more! The implications of this are nearly overwhelming!  For more info check out their website." - C. Williams, Columbus Public Library, Ohio

Definitely we all agree 100%, all teachers need to see this presentation so they can acknowledge how bad the problem is. - V. Ochoa, Teacher, Elsa, Texas

"I found your lecture and adept information amazing. Thank you for you for your professionalism. You are an academic treat!!! - R. Moyer - Special Educator, St. Petersburg, Fl

"As the seminar progressed I got a much better grasp of the direction, scope and layers of this very important, life changing research."  - M. Taylor

"I could have attended a longer meeting because I learned so much in the three hours I was there. I am very impressed by the whole project. I have taught in public schools for thirty years, and I saw these issues in the classroom every day, but I didn't have words to describe them, nor could I see the whole scope of the problem. Reading the COTC's interviews helps me understand the big picture in a more organized way. I don't see anyone else doing what you are accomplishing right now. I encourage you to push on. I hope you get the satisfaction necessary to further investigate this most interesting situation. You are providing original research and distributing it in such a way that thousands will learn from it." - D. Martin, Publisher "Fine Lines",  English Professor, Omaha, NE

"I really enjoyed the History and the multifaceted impact reading has on future success. Your presentation of basic vs proficiency was excellent. I used this immediately on Monday in my classroom.  History gives context.    It was excellent, easily repeatable. Understanding neurological function is important.  I recognize in my students now when they are not really all-systems-go in the learning arena." - M. Petersen, Northfield School of Liberal Arts , Wichita

"I loved the emphasis on early oral language development.  As a parent of dyslexic children, I knew I had raised them in a language rich environment with a great deal of participatory language opportunities. In spite of that they had reading problems.  But they have escaped the cycle of shame.  I always wondered why.  You pointed out that another benefit for children from a language rich environment was that they also had a deeper level of emotional resilency.  That was very affirming to me as a parent.  I have often blamed myself for their reading failure, thinking I had not done enough even though I did everything I knew at the time.  You helped me see that I had made a difference."  - S. Mitchell, Reading Teacher, Raleigh NC

"Thank you so much for this wonderful overview of reading challenges.  I found it highly interesting and pertinent to my own past reading development, as well as my passion to help my own children learn to read, and  possible future efforts to teach again in the public school system.   I was a child/adult who struggled to read, so you really hit home with me!   Thank you so much.  I hope and pray you can gain national attention to this reality. Again, thank you, and may God bless your work!" - E. Palethorpe, Parent and Educator

"I thoroughly enjoyed the presentation and feel that I have gained some insight and a new perspective about reading and writing and the teaching of these two subject areas.  I was impressed by the fact that Mr. Boulton was not looking for someone to blame." – J. Bertz, Special Education Teacher, Lexington School District , Lexington , MO

"It was great to go through the history. I gained a much clearer view of the current state of our reading crisis in America."   - Anonymous, New York

"We always need to know where we’ve started from to know where we’re going." - S. Smart, Broadview, Illinois

"Fascinating! I didn’t know any of this. I always thought English spelling was a conspiracy." - M. Fehskens, Westerville, Ohio

"It’s important to know the foundation in order to change the current epidemic." - J. Maxson, Evanston, Illinois

"Understanding the code is critical, history was excellent." - R. Brock, Tonawanda, New York

     
National Conference on Family Literacy

"The Children of the Code seminar offered valuable insights about the historical, cognitive, and social factors that have contributed to the present literacy crisis in America. Through detailed analysis of the history of the English language, the seminar establishes that English is an artificial code that produces an artificial form of confusion in some learners. When students are socialized to associate that confusion with shame, their chances of gaining an appropriate literacy level are severely compromised. The seminar left me considering the type of context I create in my literature and writing classrooms. To what extent does the atmosphere in my classroom enable the students to embrace language, to enage with the words and ideas on the printed page? How might practices that unintentionally inculcate shame and shut down the learning process?" -  Dr. N. Lape, Associate Professor of Language and Literature, Interim Director of the Writing Center, Columbus State University, Columbus, Georgia

“Shame section was excellent! This message needs to be brought to ALL teachers (general ed and special ed). Downward spiral of shame is also an excellent piece." - T. Ross, Albany, New York

"I cried internally for myself while I heard your presentation! More than half of my life has been spent covering up the difficulty I have with reading (both in English and Spanish, my native language)." - M. Antonia Pinon, Miami, Florida  

"The conference was presented very well and I have gained a renewed interest in the subject.   As a school nurse who is presently pursuing a degree in early childhood education "Children of the Code" offered insightful information regarding the impact of literacy.  Thank you for offering this seminar." - K. Mason, School Nurse

"I think the information you shared is extremely important especially at a time when government organizations are attacking schools and saying we aren't doing enough.  If every teacher could hear this information, the approach to teaching reading may change.  I like the idea that a certain reading program is not the answer to success but the understanding of what is happening to children during our teaching and the factors that lead to a child becoming an unsuccessful reader.  Once that is understood, the approach a teacher takes with any reading program, can be the success factor for a student.  Very interesting and very helpful." - K. A. O'Grady, Payne Elementary, Wichita , KS

"I have attended many trainings on literacy, but never had the information been presented in this context. Excellent!"
- S. Berkley, Pre-K coordinator, Chicago Youth Centers  

"This presentation should have been first as a framework for all our learning for 3 days." ( Lindamood Bell Conference Presentation) - E. Fuentes, Long Beach, New York

"The information presented was/is very important. It helped me to understand (from a different point of view) why it is so difficult for some children to read." - R. Lilienthal, Sanborn, New York

"I really enjoyed the presentation. I think it was very eye-opening for a lot of educators that lack the psychology background to understand how maladaptive illiteracy can be for children." - N. Edwards, Educator, Jacksonville, Florida

"This presentation gave a very in-depth look at the problems with literacy, its origin, and the solution to the problem. Gave a new way to view and understand the overall process of attaining literary comfortability, which leads to excellence in reading. This seminar opened my eyes to a lot of elements involved in reading and understanding that I didn’t really pay that close attention to." - F. Lloyd-Hawkins, Chicago, Illinois

"It was all very helpful and informative.  I could have listened much longer if possible! 3 hours really doesn't do this justice.  I hope to have more exposure to what you are doing. Thanks for coming to Wichita ." - K. McCoskey, Butler Community College , Andover KS

"Awesome information presented that helps in understanding the reading process." - S. Vidal, Teacher, Elsa, Texas  

"I have never thought of the scope of the issues about reading that were expressed here. The history was very interesting and helpful. I think that this presentation has just made me a candidate for a reading specialist program, even though I teach science." - M. Brunses

"Thank you for your provocative presentation to the librarians in Chicago. Over the course of the next days' workshops and the remainder of the conference we heard many remarks about how you "set the tone" for the conference by reminding us what we are up against. While librarians have actively worked to incorporate diverse ideas and practices, being reminded of the "shame" issue brings much of our work into clearer focus." - J. Nelson, Youth Services Coordinator, Pierce County Library System

"The conference was an impressive introduction to your work. It really wetted my appetite to want to learn more, and it offered a lot of information for reflection. Those in education are becoming inoculated with hearing calls of "No Child Left Behind." But this message transcends that call. It takes a broader view of illiteracy than just what is happening in schools, instead looking at the problem from the viewpoint of society and individual implication. The information presented about the alphabetic code was fascinating. The examples given at the end of the presentation showing one letter of the alphabet -- and all of the various sounds that one letter can make are very powerful. I think every parent, every teacher, every school board member, every administrator needs to see just a few of those examples....to better understand the complexity of the problem." - M. Adcock, Buhler USD, Hutchinson , KS

"The workshop material was fantastic. While I'm not at all a history buff, the historical aspects of the struggle with the code, was fascinating to me! When you look at things from the perspective of "How did we get here," rather than ONLY "what do we do about it," you can explain & troubleshoot & problem-solve WITH BUY-IN FROM THOSE ON BOTH SIDES OF THE ISSUE (and isn't buy-in an enormous practical aspect of problem-solving?) with greater efficiency & positive outcomes!  I am so grateful to you for bringing in the emotional factor. So many times, when we talk about this with our teachers and support personnel and even administrative staff, they look at us like we're 3-headed! It is just so refreshing to hear someone eloquently and IN SUCH A REALM OF PRACTICALITY say that this is a huge part of the problem! Quite good, complete, practical, and NECESSARY information for teachers and administrators!"  -  S. Frame ERBA Head Start,  Greenup, Illinois

"I was so fortunate to be in attendance for the presentation of “The Code and the Challenge of Learning to Read It” seminar at Columbus State University in Columbus, Georgia. As a 31-year veteran of the public school system of Georgia, a reading teacher, and now a reading coach, I was astounded by the information in the presentation." - C. Taylor, Reading First Literacy Coach, Stewart County Elementary School, Lumpkin, Georgia

"Overall workshop was knowledgeable and informative and eye opening." - R. Quadri, Chicago, Illinois

"Train more teachers and school systems who do not believe what information was given today is important and true." - L. Yates, YWCA Chicago

"I enjoyed the seminar. I found it very informative and educational." - S. Fitzgerald, Erie Family Health, Chicago, Illinois  

"This was fabulous and I keep referring back to it! My 13 year old son loved it too! We thought it was just totally enlightening. Our light bulbs went on!" - H Nelson, Parent, Wichita, KS

"I am so glad I came to the seminar. It was a wonderful overview of the projects work. It made me think about this coming school year with a whole different perspective." - R. Johnigan, Mno Grant Elementary, Antioch, California

"Thoughtful – good for all audiences (adult teachers, child teachers, family teachers). Many do not understand that reading is not automatic for individuals." - R. Dunn, Volunteer Florida

"I applaud your dedication to this growing concern. Usually we hear of people talking about the problem, placing blame solely on us “over paid” teachers – not trying t do anything about it. Thank you." - K. Stewart, Wilson, New York

"Thank you so much for allowing those of us from Ft. Rucker, Alabama, the opportunity to attend the seminar. It was very informative, thought-provoking, and presented very well." -  R. GreyBull, Ft. Rucker Elementary Schoo, Ft. Rucker, Alabama

"The seminar was excellent in explaining why our alphabet is so difficult for many learners to decode. The history behind how we ended up with the alphabet we presently use lays a good foundation to understand our literacy challenges we face today. Also, the emotional implications of not being able to keep up with peers was very insightful. The presentation did a very good job describing the problem and conveying the magnitude of the problem. The presentation was very powerful in conveying to me where students are coming from and the importance of being in sync with the child. Thank you!"  - N. Inmon, Jury Farrar & Associates, Liberal, KS            

"This topic has changed the way in which I will now view language and how it is incorporated into some of our agency’s literacy based programs." - S. Berkley, Pre-K coordinator, Chicago Youth Centers

"This was a wonderful presentation important to all educators." - R. Then, Williamsville, New York

"I was a recent participant in the Children of the Code seminar in our state. The seminar provided excellent information on the foundations of language and helped many of us reach deeper understandings of why so many children experience difficulty learning to read. Thank you for providing thought-provoking material that enriched our understanding of our language and encouraged us to learn more about children of the code. - M. D.  Holbrook, Education Administrator, Alabama State Department of Education

"I was fascinated with the subject: your presentation was both enlightening and reinforcing for observations that I had made over my years of teaching. I do believe teachers at every level need to have a functional knowledge of the information from this seminar; with such knowledge, then we all need to make a commitment to change. Thank you for a wonderful and thought-provoking session." - L. Bender, Franklin Academy , Raleigh , NC

"The Code and the Challenge of Learning to Read It seminar provided an interdisciplinary overview of various beliefs about learning to read. A deliberate and meaningful common thread throughout the seminar emphasized the shame factor that poor readers and nonreaders must endure."  -  Dr. S. Miller, Associate Professor of Education, Coordinator, Graduate Reading Endorsement Programs, Columbus State University, Columbus, Georgia

"This is the kind of information that I believe can truly help parents, educators, homeschool parents, etc., begin to get rid of hidden attitudes that spread the debilitating and often unintentional use of shame when they are frustrated in helping struggling readers.  We do need to stop and listen to each individual and keep trying to assess their needs. I am excited to learn more and hope that you will continue your research and find ways to get the information in the hands of people who will use it. Thank you!" - D. Thiessen, Educator

"It was a wonderful presentation and although I had been following your website for several years, hearing it in person was so educational.  I thought the area on the Shame was very powerful and very important for EVERYONE to understand.  Great presentation." - G. Andeel, Wichita

"David’s passion for this needs to be bottled and sold. Thank you!" - L. Hannum, Schaumburg, Illinois  

"I felt this was very important to the state of literacy in this country." - A. Scordo, West Seneca, New York

"I want to thank CSU for bringing this very important program to central Georgia and for providing educators across our state the opportunity to impact education in such a profound way. Through David Boulton’s presentation, educators must now realize our duty to transform the way we look at the teaching of reading, how we can best reach all children, and how we can prevent our children from languishing in the shame of illiteracy. I look forward to a day when not only is “no child left behind” but also when no child fears the written words and no child is ashamed of his/her ability or inability to break the written code. I am truly thankful for the opportunity to be a part of this transformation." - N. Brewer Callier, 8^th Grade Reading Teacher, NBCT 2002, Taylor County Middle School, Butler, Georgia

"This information is very helpful in prioritizing our goals. As I listened to the children on your PowerPoint presentation name their struggle and the resulting self-doubt, tears came...Thank you for unpackaging this problem for us and for working toward raising awareness as to how this phenomenon we call reading seems to take place. I learned a lot from your presentation and look forward to learning a lot more from your website and will pass it on myself in any way I can." -  C. Lopez, Educator, Jefferson Davis Parish Public Schools, LA

"I was most impressed the amount of information presented in such a short timeframe.  Reading and writing are such important school subjects for all yet i do not see enough time spent with student s to unlock the confusion the subjects present.   Every teacher/parent/grandparent should see this over and over to further help students with their difficulties." - D. Storm, retired educator, Kansas

"This seminar was very informative. My passion for helping those who cannot read was rekindled. My hope is that something wonderful comes out of this. I am looking forward to follow up sessions." - M. Hamby, Media Specialist, Muscogee County School District, South Columbus Elementary School

"I sincerely want to thank Mr. Boulton for bringing this issue to the forefront - it is long overdue." - M. Miller, Belfast, New York

"I felt that the presentation really took the audience “back to the basics”. Information and comments by experts that related to the history of our alphabet were reassuring one hand and thought-provoking on the other."  - Dr. B. Williams, Associate Professor, Teacher Education, Columbus State University, Columbus, Georgia

"Half day is not sufficient for all of your valuable information.  This information is vital to be presented to government and the general public as well as educators."  - K. VanDeest, Educator, Maize Kansas

"Awesome information presented that helps in understanding the reading process." - S. Vidal, Teacher, Elsa, Texas

"Excellent information - the material presented was thought provoking and very clearly defined. There needs to be a national conversation and commitment to teaching reading as a way of gathering information. I really loved the overview of research and correlation of findings." - Anonymous, Buffalo, New York

"Excellent information.  I wish I could have brought a bus load of teachers with me.  How can I share the info with them? Is there a video of the event?  Please let me know. Please let me know when you will be back." - C. Ramage, Parent, Little River Kansas

"Wonderful training with powerful information for administrators, teachers and parents." - H. Trevino, Region One Education Service Center, Edinburg, Texas

"Entire seminar was very interesting and enlightening." - J. Heath, Cheektowaga, New York

"Thanks for pulling together lots of aspects and providing a new way to look at the problems we face in teaching children to read. " - Janice Stockman, Prattville, AL

"Societal change is definitely needed--your message and work is of the utmost importance!!"  - K.  Zimmerman, ESL Teacher,  Racine, Wisconsin

"I was at one of your seminars (Illinois Action for Children) and my stomach was turning with excitement and anxiety as I watched the videos of the emotional effect reading difficulties play in a child's life. I saw my son, who as of today will not go any farther in his education - who vowed not to ever go to college, because of 'learning problems'."  - Y. Coates, Parent and Educator, Chicago Illinois

"You all should be extremely proud of the work you are doing.  As a mother with a child who has Dyslexia, and as a future teacher, you have given me so much more insight into the issues at hand that I want to help make a difference in the lives of my own children and the students I will be teaching."  - K. Bell, Parent and Educator

"This was an amazing journey.  Thank you for the research and for delivering it in a powerful manner.   The complete conference was a '10' - but, 3 hours was not quite enough!  Working to disseminate the information you have garnered must be a daunting task.  Keep on keeping on! - C. Thompson, Fundamental Learning Center, Kansas

"My overall experience was shock about the vivid truth that was shared yet a relief to be validated about my very own hardships that I've had over many years of my life. The information was presented impeccably, it was very well organized so it all made sense even though only a short version of a longer presentation was available in the amount of time we had. I find your work is very important and greater awareness is needed. I think you are heading in the right direction as far as I can tell. Sharing the issues and explaining the problems so clearly, and in such depth can only wake people up and get them thinking; that's a start. I feel my understanding of the core problem (or code problem) comes at a perfect time. I have a great interest in your project and will look forward to exploring your website more and getting information that may help me help my children. I appreciate your interest and I'm grateful that you are making so many people aware of this issue.  The COTC information was an important piece of the puzzle for me. I'm grateful to you ." - M. Bryson, Parent, Raleigh N.C.  

"The presentation was great for the amount of time slotted for the speaker. The information that was presented was very thought provoking and gave you the sense of Wow!" - T. Harrison, Wayne County School District Office of Special Services, Waynesboro, MS

"Very compelling information! It really made me think about how we do things in the world of education and how to take what I got from the presentation and share that with my fellow educators." - W. Connelly, School Psychologist, Papillion-LaVista Schools, NE

"There was much validation of what I already knew but didn't know WHY it worked. The website is a tremendous resource which I plan to use extensively in future professional development for my principals and teachers." - C. Michel, Ed.D. Lafourche Parish School Board, LA

Columbus State University

Comments from Conference or Seminar Organizers:

"The most powerful professional development experience I have ever had.  If you are involved in anyway in teaching children to read you MUST attend one of the seminars.  This was truly an awakening for me!  I will never look at the reading process in the same way.  Attending this seminar will help everyone understand better why we have so many children that struggle when it comes to learning to read."  - Julie Colley Lowery, Education Specialist, Alabama State Department of Education, Special Education Services

"Insightful and informative. A must see for anyone involved in teaching children to read. This is not a quick fix or remedy for reading problems, but a thorough scientific explanation of the entire reading process from leading experts in a variety of fields. Attending this workshop will provide a deeper understanding of why children struggle with reading and what needs to be done to address this crisis in our schools." - Karen Kemp, Seminar Organizer for Council of New York Special Education Administrators, Director of Special Programs, Cohoes City Schools

"The children of the code brought a new perspective and insight to our thoughts in this region on the world of a struggling reader.  The presentation told the story in a way that assisted those in attendance with gaining an understanding of the need to "break the code" and what that means for those who can't. The presentations brought the literacy discussion to the forefront for those in attendance and the desire to learn more about how to help people break the code continues.  We look forward to continuing our work with the National Center for Family Literacy and the Children of the Code." - Margy Jones-Carey, Associate Superintendent for Instructional Programs and Services Erie 1 BOCES, West Seneca, New York

"After reflection, I am increasingly grateful and enthusiastic about the impact of the presentations you delivered at Columbus State University on November 30, 2004. The Code and the Challenge of Learning to Read It is a powerful professional learning experience. It communicates multiple messages that challenge the diverse personal and professional interests of educators on a variety of engaging levels." - Elizabeth D. Holmes, Director, Center for Quality Teaching and Learning, Columbus State University  

"ALL the comments heard from the registration people, people in our classes this week, table discussion leaders etc. have been positive. You made a wonderful contribution. The topics have stimulated classroom discussions. And, for this to be the first event for our newly formed College of Education, we are extremely pleased with the impact made in our community. You are great. The BIG picture was outstandingly FINE!" - Linda Koehler, Professor of Special Education, University of Central Missouri

"Working with the Children of the Code staff was one of the most delightful experiences in establishing staff development. The support is unbelievable! I was never caught waiting for a response. Responsiveness is immediate! No one has ever offered to setup a website to describe training to our participants. Handouts were made available immediately! Needs for the event were explicit. On the day of the training, the run-through went well, and the training was extraordinary! Six months later, conversations are still occurring around thoughts from that event. It was the easiest and best event we have done! Thank you Children of the Code for outstanding professionalism and customer service while delivering dynamic, relevant information and challenge!" - Mary Ashe, Coordinator, The Literacy Connection - Project Enlightenment, Raleigh, North Carolina

"The Children of the Code seminar was provocative.  It provided valuable insight on how we've come to have such low reading reading achievement in our schools. We followed our seminar with small group discussion.  The presentation by David provided a catalyst for deep dialogue and discussion among those of us who care about children's literacy issues in Oakland." - Zaretta Hamond, President, Community Literacy Initiative, Oakland, California

"Thanks for bringing the Children of the Code seminar to Chicago’s early and family literacy community. Being part of such a sweeping, panoramic view of the complexity of breaking the code and learning how to read, sparked intense dialogue among this committed group of Chicago practitioners. I also appreciated the technical support we received from your organization—the web page links got the word out in a fast, efficient manner." - Marta Sánchez, Family Literacy Project Manager Hull House Chicago, Illinois

"The Children of the Code gave a tremendous presentation in our service center about the importance of knowing how to break the code for all students, specially our struggling readers.  I really enjoyed the historical background of the functions of language and how the alphabet symbols came to be part of the magic of reading.  I really hope they continue their quest to ensure that all stakeholders understand the essence of learning to read." - Amy Mares, M.Ed., Sr. Education Specialist, Region One Education Service Center, Edinburg , Texas

"Your seminar was outstanding, to say the least.  It regenerated my interest to evaluate, understand, and find alternative teaching methods to reading problems more than I can express."  - Susan Carrell, Director, Alice H. James Learning Center, Goodwill Industries of Kentucky

"The project gave us a comprehensive examination of literacy and the challenges many of our students face when they can’t crack the code. I really believe our teachers are hungry for these suggestions for teaching reading and the social change of education. Conversation could have continued well into the afternoon on these implications for instruction. I certainly consider the Children of the Code project and presentation to be one of the most meaningful and relevant discussions we, as a staff, have had in the past several years. We were very pleased with the educational session and look forward to when we can get you back here to share with a larger group." - Nell Anderson, Director ELL/Multicultural/Equity Programs, Wausau School District

"It was great to hear more about the struggles that many children are having breaking the code. All adults in America need to know more about how difficult it is for many kids to learn to read, and even more difficult to make them feel good about reading due to the sense of shame they carry around with them. The "Children of the Code" presentation is an effective introduction to why reading instruction--and success in reading--are a lot tougher than many adults think they are." -  Walter Minkel, Supervising Librarian, New York Public Library

"As the conference coordinator, I found that David was easy to work with from the very beginning. The presentation was very well received. It was informational and engaging. It was a pleasant experience overall. The challenges society puts on reading was very interesting. It is an angle that is not given much importance in other programs. Early reading readiness skills are so important. We have to get the word out. You are doing a good job." - Kyle Hesser, President 2007, Nebraska School Psychologists Association

"He is reminiscent of the medicine men of old, traveling around the country dazzling audiences with the amazing and unusual. But David Boulton, Director of the Children of the Code Project, is no quack doctor and peddles no magic portions. What he brings is amazing and unusual because, although it sounds proverbial and so “right”, the truths about how we teach children to read and write, reveal such amazing flaws, they are dazzling to the eye and ear.

“How we teach children to read is based on a “code”, a human invention put into place by choices made just a few hundred years ago,” Boulton said during his November seminar in Durham. It is the ‘operating system’ for the way we run our world yet reading it is anything but a natural skill. Rather, he continues, it is a cognitive and emotional challenge for all children and the source of chronic confusion and frustration for many who struggle. 

"Boulton unfolds his thesis about the history of the code, its contemporary use, and the negative statistics it produces through a lecture supported by video clips from more than fifty interviews with world-leading scientists, historians, educators and government leaders. It is impressive,  authentic, indeed, dazzling.  But if you’re looking for a neat and simple "cure" for the ills of teaching reading and writing, Boulton says, “There is no magic bullet.”  Instead he says we need 'magic glasses' we need a complete change, a transformation and re-conceptualization of the way we teach language and reading in our homes, schools and school systems. He stresses the importance of oral language because it is a more natural process and begins before contact with the code." 
    
"The seminar was sponsored by The Mekye Center, The Augustine Project, and North Carolina Central University School of Education and was presented in cooperation with the National Center for Family Literacy. For more information and to read the interviews, go to www.childrenofthecode.org."  - Nayo Watkins, Director, the Mekye Center

Laney College

Comments from Website Visitors:

 

"I am in awe of the research you have. In my 35 years as an educator and a reading teacher, I have never read anything to come close to your findings. Teaching reading is becoming more of a science than a mystery.  Than