I am an educator and neuroscientist who studies how the brain learns to read and what happens when a young brain can't learn to read easily, as in the childhood learning challenge, developmental dyslexia.

The act of learning to read added an entirely new circuit to our hominid brain's repertoire. The long developmental process of learning to read deeply changed the very structure of that circuit's connections, which rewired the brain, which transformed the nature of human thought.

There's an old rule in neuroscience that does not alter with age: use it or lose it. It is a very hopeful principle when applied to critical thought in the reading brain because it implies choice.

Deep reading refers to a whole continuum of processes that include some of the most important things about thinking and how we connect thought to what we read - critical analysis, analogical reasoning, how we infer from the text, how do we take another's perspective.

The people in Iraq lived essentially good lives. They had brilliant health and education systems. Saddam actually created an incredible infrastructure in a very difficult country, but they were a Mafia family. If you said anything against that regime or that family you would be killed instantly.

An education system where student selection is based on credit capacity and not merit capacity and where graduating students are no longer indebted to the nation, but increasingly indebted to the Australian Taxation Office - that's no way to improve the quality of education.

I love reading. I'm fortunate enough to have signed books by Faulkner, Steinbeck, Thomas Pynchon.

When I was first elected to the Colorado State Board of Education in 2000, we had to carry a big binder filled with hundreds of pages to every meeting. By 2004, the State Board had gone paperless. We even persuaded the less-tech-savvy members to use laptops to pull up their information during meetings.