Unlocking the Code
Contributed by Kathryn Bentley, Arts & Science Council
In this clip, educator Kathryn Bentley discusses an early moment in her teaching career when she came to realize the role emotions play in learning to read and that for some students this is the key element of instruction.
Throughout several decades as an educator, Bentley has sought to impart her own love of reading with her students. Interactions with individual learners—especially those who initially resist or struggle with literacy—have illuminated the many different approaches to “unlocking the code of reading.” Bentley has come to realize that while some children need to learn more about the “science” of reading, others benefit from an introduction to its “art.”
Throughout several decades as an educator, Bentley has sought to impart her own love of reading with her students. Interactions with individual learners—especially those who initially resist or struggle with literacy—have illuminated the many different approaches to “unlocking the code of reading.” Bentley has come to realize that while some children need to learn more about the “science” of reading, others benefit from an introduction to its “art.”
Title
Unlocking the Code
Description
In this clip, educator Kathryn Bentley discusses an early moment in her teaching career when she came to realize the role emotions play in learning to read and that for some students this is the key element of instruction.
Throughout several decades as an educator, Bentley has sought to impart her own love of reading with her students. Interactions with individual learners—especially those who initially resist or struggle with literacy—have illuminated the many different approaches to “unlocking the code of reading.” Bentley has come to realize that while some children need to learn more about the “science” of reading, others benefit from an introduction to its “art.”
Throughout several decades as an educator, Bentley has sought to impart her own love of reading with her students. Interactions with individual learners—especially those who initially resist or struggle with literacy—have illuminated the many different approaches to “unlocking the code of reading.” Bentley has come to realize that while some children need to learn more about the “science” of reading, others benefit from an introduction to its “art.”
Contributor
Kathryn Bentley, Arts & Science Council
Identifier
emotional-impact-learning-to-read