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.

I loved almost everything about being a teacher, but I was an unusual teacher.

Education never really interested me, to be fair. I mean, education does interest me, but academic school study is a different thing. I can't quite grasp that.

It's time to declare a cease-fire in the education arms race. We have far more to gain from collaborating to solve our common problems than competing for higher rankings.

I was playing in bands and doing gigs from the age of 14 on. I stopped at the age of 28. Technology replaced me. As soon as I saw what computers can do, I didn't think there would be a point for a live drummer.