J. Richard Gentry Ph.D.

About

J. Richard Gentry, Ph.D., is an internationally acclaimed author, researcher, and educational consultant known for his ground-breaking work in education on topics such as early literacy; best-practices for reading, writing, and spelling; and dyslexia. In addition to authoring 17 books, 2 textbook series, and numerous journal and magazine articles, he blogs for the prestigious Psychology Today magazine offering commentary on a range of topics including education and policy, reading and the brain, baby/toddler reading, and educational standards. His latest book is BrainWords: How The Science of Reading Informs Teaching (Stenhouse Publishers, 2019). Other recent books and textbooks include Raising Confident Readers: How to Teach Your Child to Read and Write—From Baby to Age 7 (Da Capo Press, 2010), Strategies for Writing Workshop (Shell Education, 2016), Kid Writing in the 21st Century with Eileen Feldgus and Isabell Cardonick (Hameray Publishing Group, 2017) and Spelling Connections (Zaner-Bloser, 2016), a popular evidence-based spelling series for grades K-8. Dr. Gentry received a BA from the University of North Carolina-Chapel Hill and a PhD from the University of Virginia. He currently resides in Mobile, Alabama and can be reached at Richard@jrichardgentry.com. For more information about Dr. Gentry, his work, seminars and publications, visit www.jrichardgentry.com

Books by J. Richard Gentry Ph.D.

Recent Posts

5 Reasons Every Child Should Learn Handwriting

4. Handwriting improves thinking. (Yours, too.)

Why America Still Can’t Read

Schools where spelling isn’t being taught will continue to have many students who struggle with reading.

Celebrating Dyslexia as a Special Way of Thinking

Research shows that dyslexic people have five ways of thinking that are not only different from non-dyslexics but biologically engineered to benefit humanity.

Elite Universities Call for Change in Reading Education

In a historic development, major universities are breaking away from decades of teacher training for reading that has been deemed harmful to children.

Making the Most of Neuroscience for Teaching Reading

Something is worth learning if it affects the learner’s actual behavior and life outcomes. Perhaps nothing does that better than learning to read.

5 Ways to Achieve Better Reading Outcomes Based on Science

An unrelenting Science of Reading movement is making headlines everywhere—in research reports, major newspapers, podcasts, and social media. Here’s what you should know.

New Riveting Reports on Neuroscience, Dyslexia, and Reading

Reading theory and practice are coming together to help children both with and without dyslexia become better readers, writers, and spellers. There’s a call for change.

Vulnerable Students Need Explicit Spelling Instruction

We must teach spelling to all students vulnerable to academic failure.

Is Your Second Grader Ready for Second Grade?

Here’s a quick check to see if a child who is just entering second grade has achieved grade level literacy expectations supported by developmental cognitive science.

K-1 Literacy Milestones Based on 5 Science-Based Facts

Do you know if your kindergartner or first grader is developing as expected as a reader, writer, and speller? Check these K-1 literacy milestones.