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

James Wendorf
Executive Director,
National Center for Learning Disabilities 

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

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

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

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

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

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

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

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

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

Richard Allington
Reading Researcher, President, International Reading Association

Sharon Darling
President, National Center for Family Literacy

Edward Kame'enui
Director, Institute for the Development of Educational Achievement (IDEA) U of Oregon

Sandra Feldman
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

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

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


and 
(local sponsors and hosts)
present
"The Code and the Challenge of Learning to Read It" 
(date, time, location)

"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. I am increasingly confident that our colleagues in West Central Georgia will join the journey toward reading reform as a result of your important presentation. Thank you." Elizabeth D. Holmes, Director, Center for Quality Teaching and Learning, Columbus State University 

Download 1 Page Seminar Flyer (Adobe PDF)

Featuring video sequences drawn from over sixty interviews with leading scientists, historians, educators and government leaders, The Code and the Challenge of Learning to Read It is an exciting and perspective-shifting learning journey into the cognitive and emotional challenges involved in learning to read.

“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!” - Betty J. Smyzer, Educator-Attendee


"The Code and the Challenge of 
Learning to Read It"


For more details about attending the (location) seminar  
please click here
or call: 1-your-number

About Us
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Interview Index - Feedback - Interested? - Learning - Copyright

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 virtual reality 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?  

"As a 31-year veteran of the public school system, a reading teacher, and now a reading coach, I was astounded by the information in the presentation." - Cathy Taylor, Reading First Literacy Coach

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? 

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. 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 shut down the learning process? - Dr. Noreen Lape, Associate Professor of Language and Literature

“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.” - Mike Brunses, Science Teacher

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".

"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."  - Director, Adult Learning Center, Kentucky

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)


"The Code and the Challenge of 
Learning to Read It"


For more details about attending the (location) seminar  
please click here
or call: 1-your-number

About Us
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Interview Index - Feedback - Interested? - Learning - Copyright

Other Comments:

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

"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 


"The Code and the Challenge of 
Learning to Read It"


For more details about attending the (location) seminar  
please click here
or call: 1-your-number

About Us
-
I
nterview Index - Feedback - Interested? - Learning - Copyright

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.

"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"

*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) 2005, 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. (back to top)