Edward Kame'enui
Commissioner for Special Education Research, U.S. Department of Education; Director, Institute for the Development of Educational Achievement (IDEA), University  of Oregon

Louisa Moats
Reading Scientist, Sopris West - Author - Language Essentials for Teachers of Reading and Spelling

Timothy Shanahan
Chair, National Early Literacy Panel; Member of National Reading Panel; Director, Center for Literacy, University of Illinois at Chicago

Reid Lyon
Ex-Branch Chief, National Institute of Child Health and Human Development  

Nancy Hennessy 
President, 2003-2005, International Dyslexia Association
 

James Wendorf
Executive Director,
National Center for Learning Disabilities 

Mel Levine
Co-Chair and Co-Founder,
All Kinds of Minds;  
Author - 
A Mind at a Time, The Myth of Laziness & Ready or Not Here Life Comes

John Searle
Mills Professor of the Philosophy of Mind & Language, University of California-Berkeley

Marilyn Jager Adams
Senior Scientist
Soliloquy Learning, Author- Beginning to Read: Thinking and Learning About Print

Chris Doherty
Director Reading 1st, U.S. Dept of Ed.  

Sally Shaywitz
Neuroscientist
Department of Pediatrics, Yale, Author - Overcoming Dyslexia

Todd Risley
Professor Emeritus of Psychology, University of Alaska; Co-Author - Meaningful Differences in the Everyday Experience of Young American Children

Keith Stanovich
Chair, Applied Cognitive Science, U. Toronto,  Author - Reading matters: How reading engagement influences cognition

Paula Tallal
Board of Governor's Professor of Neuroscience Rutgers, Co-Founder, Scientific Learning Corporation

Michael Merzenich
Chair of Otolaryngology, Integrative Neurosciences, UCSF - Member National Academy of Sciences

Robert Sweet
Professional Staff, U.S. House of Representatives - Co-Founder, National Right to Read Foundation

Keith Rayner
Distinguished  Professor
U. of Massachusetts
Author -
Eye movements in reading and information processing

Donald Nathanson
Professor of Psychiatry and Human Emotion at, Jefferson Med Center - Author - Shame and Pride

Terrence Deacon
Cognitive Anthropologist, Berkeley - Author - The Symbolic Species, The Co-Evolution of Language and the Brain

Peter E. Leone
Director, National Center on Education, Disability, and Juvenile Justice

Robert Wedgeworth
President, ProLiteracy

Pat Lindamood 
& Nanci Bell 
 Founders of Lindamood-Bell Learning Processes

Richard Venezky
Professor of Educational Studies, Information Sciences and Linguistics, U. Delaware - Author - The Structure of English Orthography and The American Way of Spelling

Anne Cunningham
Director, Joint Doctoral Program in Special Education, Berkeley

Johanna Drucker
Chair of Media Studies, U. of Virginia - Author - The Alphabetic Labyrinth

Thomas Cable
Professor of English, Co-Author - A History of the English Language

John H. Fisher
Medieval Language Historian, Author - The Emergence of Standard English

Jack Shonkoff
Chair, The National Scientific Council on the Developing Child; Co-Editor: From Neurons to Neighborhoods

Richard Allington
Reading Researcher, President, International Reading Association

Sharon Darling
President, National Center for Family Literacy

Sandra Feldman
Ex-President, American Federation of Teachers

Lesley M. Morrow
President, I
nternational Reading Association
  
Sarah Greene
Executive Director, National Head Start Association

Slyvia O. Richardson,
Past President, International Dyslexia Association

Jones Kyazze
Director, UNESCO  

Martin Haberman
Distinguished Professor, Department of Curriculum and Instruction, UWM - Creator, National Teacher Corp.

Richard Olson
President (2001-2003), Society for the Scientific Study of Reading - Professor, Department of Psychology , University of Colorado

Siegfried Engelmann
Professor of Instructional Research, U of Oregon, Creator of Direct Instruction

Doug Engelbart
2000 National Medal of Technology, Computer & Internet Pioneer, Inventor of the 'Mouse'

David Abram
Ecologist and Philosopher; 
Author:
The Spell of the
Sensuous

Steve Reder
Chair, Dept. of Applied Linguistics
Portland State University

Patrick Groff 
Professor of Education Emeritus San Diego State University - NRRF Board Member & Senior Advisor 

Stephen Krashen
Emeritus Professor of Education at the University of Southern California

Bruce Thornton
Greek Historian, Fresno - Author- How the Greeks Invented Western Civilization

 Leonard Shlain
Historian - Author - The Alphabet Vs. The Goddess

Naomi Baron
Linguist, Director TESOL, American U.  Author - From Alphabet to Email: How Written English Evolved and Where It's heading

and many others..
(see interview list)

In Cooperation With




 

 

 

presents

A series of free seminars for teachers, parents, civic leaders, and everyone who cares for children.

Sponsored by The Fundamental Learning Center and Heartspring
Thanks to the Kansas Health Foundation for Funding This Project
Through a Recognition Grant

Thursday, October 12, 2006,  7:00 - 9:00 p.m.
For: State Legislators, Boards of Education, Superintendents, College of Education Deans, Professors, Researchers and Donors. (Invitation Only - RSVP your invitation here)

Friday, October 13, 2006, 8:30 - 11:30 a.m. or  1:00 -  4:00 p.m
For:  Everyone including; College of Education Deans and Professors, Researchers, Teachers, Principals, Central Office Administrators (Staff Development/Curriculum), Community Agencies and Parents

Saturday, October 14, 2006, 9:00 a.m.-12:00 noon
For:
Everyone

CEUs will be available. Refreshments will be served.

Please arrive early. Seating will be "first come, first served."

Heartspring Conference Center
8700 E. 29th Street North
Wichita, KS 67226 (map)

To register for the one of the seminars please click here

 

Featuring video sequences drawn from over one hundred interviews with field leading scientists, historians, educators and government leaders, The Code and the Challenge of Learning to Read It, is a multidisciplinary learning journey into what is involved in learning to read.

"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

"I heard your presentation at the American Library Association’s Annual Meeting. 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


American Library Association Annual Conference

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

Comments from Previous Event Attendees and Organizers

For more information or to register for the seminar please click here

Why is reading so important? How does reading affect our consciousness, intelligence, emotional health and overall learning abilities? What is reading? How does the brain create the experience we call reading? What is this code we read and write with? Where did it come from? How does the code work in our brains?  

"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

"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

What is the relationship between the alphabet, spelling, spoken language, reading, and writing?  Why is it so confusing? How do we facilitate reading experiences that exercise and develop the reader's code processing skills while at the same time providing them engaging language experiences that attract and sustain their interest? 

"As a teacher in a psychiatric hospital for children and adolescents, I have found this information very helpful. As a former teacher in a psychiatric hospital for convicted men and women, it leads to the reasons for the dramatic increase in need for correctional facilities all over the country." - L. Daniels, M.A., Mathematics Teacher, Special Education Department, Hawthorn Center


University of Chicago

How can we provide children personally appropriate on-ramps into reading? How can we help children who are struggling and falling behind? These are among the questions explored in The Code and the Challenge of Learning to Read It.

"Insightful and informative. 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 event 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

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

"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

Regardless of the particular method of instruction, the better teachers and parents understand the challenges involved in learning to read the better they can apply their methods to helping their children through those challenges. Thus, the purpose of the seminar is to help teachers, parents and all who care for children develop a deeper first-person understanding of the challenges involved in learning to read.

“If I had my druthers, instructional methods wouldn't be the big deal. What would be the big deal is if teachers could ask themselves: what does it take to learn to read?- G. Reid Lyon - Branch Chief, National Institute of Child Health and Human Development (Children of the Code Interview)

For more information or to register for the seminar please click here

"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.  - Paula Tallal, Ph.D., Board of Governor's Professor of Neuroscience Rutgers, Co-Founder, Scientific Learning Corporation

"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 

"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, National Reading Panel Member 

“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.” - Linda Page-Williams, Seminar Attendee (educator)

“As the seminar progressed I got a much better grasp of the direction, scope and layers of this very important life changing research.” - Mike Taylor, Seminar Attendee (educator)

"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." - Mary Hamby, School District Media Specialist

"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

"I enthusiastically support your Children of the Code project. I have worked with children and adolescents who are struggling readers for 20 years. Changing the paradigm is so important and your goal to impart the history and create a new understanding of how we read is essential for teachers and parents, if we are to eliminate the epidemic of reading failure in this country." - Reading Specialist, Florida

"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

"I've been floating in rarified air for the past day or so and loving it. .... I have been on an odyssey of discovery that is in every way thought-provoking and enlightening."   - Veteran Teacher

"Your work is extraordinary and I don't want to miss any of your offerings. I will use your transcripts in my reading courses at the University." - University Professor

"Finding the Children of the Code information was a huge "a ha" and mental high-five "yes!" moment for me. I want to be a part of the movement." - Language Arts Teacher

"I have been doing personal research for 11 months trying to educate myself on dyslexia and related disorders and your site is the first to really talk in-depth about how learning to read affects ones self-esteem." - Parent

"I'm currently working on my final project for my masters in learning disabilities. This program is my research. It's great." - Graduate Student

"This is a fantastic website, and the interviews were well-researched and informative. Thank you for doing this. You will help countless parents, educators, and most importantly, children.” - Reading Specialist 

For more information or to register for the seminar please click here

About the presenter:

David Boulton is a learning ecologist and activist who has conducted seminars and workshops for educators and business leaders for over twenty years.  He is the Executive Director of the Children of the Code project and the producer and interviewer of the Children of the Code Documentary series. His articles on learning have been published internationally.


An Interview 
with David Boulton

"For the past thirty-three years I have been a teacher and educator of all levels of schooling, colleges and universities and I was extremely impressed by David's insights into the learning process." - Roy Lundin, Ph.D, Director Queensland University of Technology, Australia

"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

"Your presentation for our Schools of the Future Design Team was stunning!  Your work is the key to revolutionizing schools of the future. I cannot remember when I have had such a great learning experience." - Margaret Gayle, Author of Educational Renaissance

"This is a key direction toward the liberation of learners regardless of their past; to the liberation of teachers so they can better fulfill their role of encouraging, facilitating and enhancing the dialogue with each student -- thanks for the excellent experience today." - Bob Kennedy, Director of Education, Nipissing Board of Education, Canada

"Stewarding the health of our children's learning"

 

Children of the Code seminar tour made possible in part by a generous donation from: 

 
*Note about interviews: Participation in a Children of the Code interview does not constitute or imply an endorsement of the Children of the Code project or documentary by the interviewee. Conversely, publishing an interview does not constitute or imply an endorsement of or agreement with the views of the interviewee, other than as stated in the actual interview, by the Children of the Code project or documentary. 

Copyright statement:  Copyright (c) 2006, Implicity, Children of the Code and Learning 1st Productions. All Rights Reserved. Permission to use, copy, modify, and distribute these materials for educational, research, and not-for-profit purposes, without fee and without a signed licensing agreement, is hereby granted, provided that the above copyright notice (with hyperlinks when online) and this paragraph appear in all excerpts, copies, modifications, and distributions.  For commercial license to use contact: code@implicity.org.