You are here

Overcoming Barricades to Reading

Overcoming Barricades to Reading
A Multiple Intelligences Approach

March 2014 | 232 pages | Corwin
Applying current brain research, social-emotional findings, and the theory of multiple intelligences to traditional approaches to teaching reading, this exciting new resource helps teachers capitalize on the individual strengths of their students to unlock the door to literacy.

Overcoming Barricades to Reading includes:

· a complete exploration of the theory of multiple intelligences and how its application can improve reading and writing instruction

· practical diagrams, maps, and charts illustrating techniques that will improve comprehension and decoding skills

· helpful strategies for teaching English Language Learners to read.

About the Author
1. Introduction

Crystallizing and Paralyzing Experiences

Children's Developmental Progressions

2. The Theory of Multiple Intelligences - A Vehicle for Learning
The Theory of Multiple Intelligences

Linguistic Intelligence

Logical-Mathematical Intelligence

Spatial Intelligence

Musical Intelligence

Bodily-Kinesthetic Intelligence

Intrapersonal Intelligence

Interpersonal Intelligence

The Teele Inventory of Multiple Intelligences

3. The Relationship of the Brain to Teaching Reading
The Connections in the Brain Stem, the Limbic System and the Cerebral Cortex

Right and Left Hemispheres

Lobes of the Brain

Neural Branching and Pruning

The Relationship of the Brain to Reading

Three Brain Systems

How Children Acquire Language

4. The Process of Learning to Read
History of the English Language's Oral and Written System

Language and Learning

The Process of Learning to Read

Different Approaches for Teaching Reading

Systematic Phonics Approach

Literature-Based, Whole Language Approach

Studies About Different Reading Approaches

A Multi-faceted, Integrated Approach for Teaching Reading

Characteristics of a Multi-faceted Model for Teaching Reading

5. The Reading Process
How Children Learn to Read

Phonics, Phonemic Awareness and Phonological Awareness


Phonemic Awareness

Ways to Teach Phonemic Awareness

Phonological Awareness

Alphebet Knowledge

Metalinguistic Awareness


Activities to Assist Beginning Readers in Relating Phonemic Awareness to Vocabulary Development

The Role of Spelling in the Reading Process

Sounds in Language

The Translation Process of Reading

6. Comprehension and Writing Skills
Oral Language

Teaching Students to Comprehend What They are Reading

An Overview of Comprehension Strategies, Approaches for Teaching These Strategies and Intelligences That Match Each Strategy

Text Structure

Teaching Students to Write

The Progression From Reading to Writing

7. Structural Techniques That Assist Students in Improving Decoding, Comprehension and Writing Skills
Venn Diagram


Sequence of Events Chain

Clusters/Webs or Mapping

Synonym Web

Word Map

Semantic Word Map

Concept Map

Descriptive Map

Word Webs

Diagramming of Sentences

Concept Wheel or Circle

Sound Wheel


Story Pyramid

Pictorial Input


Graphic Organizer and Multiple Intelligences Chart

8. Strategies for Integrating the Theory of Multiple Intelligences Into Teaching Reading
The Relationship of Spatial Intelligence Into Teaching Reading

Integrating Musical Intelligence Into Teaching Reading

Activities That Utilize Bodily-Kinesthetic Intelligence to Teach Decoding and Vocabulary Skills

Teaching Reading to Logical-Mathematical Learners

Activities Using Multiple Intelligences to Assist in Developing Comprehension Skills

Rainbow Unit That Demonstrates Integration of Multiple Intelligences Into Teaching Reading, Writing and Comprehension Skills

Using Computer-Assisted Instruction to Support Teaching Reading Through Multiple Intelligences

The Role of Multiple Intelligences in Teaching Reading

9. Teaching Reading to English Language Learners
Teaching Reading to English Language Learners

Integration of Oral and Written Language for Both Native and English Language Learners

Differentiated Instruction for English Language Learners

The Developmental Process of Learning and Language

Case Study of an English Language Learner

Current Studies on Teaching Reading to English Language Learners

Strategies for Teaching English Language Learners to Read

10. Conclusions
Concluding Remarks

Re-Direction for Teaching Reading


“Sue Teele has provided a compelling challenge to the stultifying one-size-fits-all approach to the teaching of reading. Her book is a bold and worthy entry in this critical national educational debate.”

Carlos Cortes, Professor Emeritus of History
University of California, Riverside

Suzanne (Sue) C. Teele

Sue Teele, PhD is the author of several books, including The Multiple Intelligences School: A Place for All Students to Succeed, and a spatial inventory, The Teele Inventory for Multiple Intelligences. She is the Director of Education Extension at the University of California, Riverside, where she administers over 20 different programs for 8,000 to 10,000 educators a year. She created the first and only certificate in the study of multiple intelligences in the world. She is also the director of the Renaissance Project, a research study that examines the theory of multiple intelligences and its impact in the educational setting.   More About Author

Purchasing options

Please select a format:

ISBN: 9780761931409