Abstract: Reading instruction is one of the very few areas where it is not the case that “more research is needed.” Educational policy makers already have the theory and the evidence supporting it to guide the implementation of effective reading programs from K-12. In fact, they have had the theory and the evidence for decades. The central problem they face in providing effective reading instruction and a sound reading curriculum stems not from an absence of a research base but from willful indifference to what the research has consistently shown and to a theory that has been repeatedly confirmed. Using Jeanne Chall’s The Academic Achievement Challenge as a point of departure, I suggest why our education schools, through their influence on teachers, administrators, textbook publishers, and state and national assessments of students and teachers, have come to be the major obstacle to closing the “gap” in student achievement.
Sunday, October 30, 2005
In Why Reading Teachers Are Not Trained to Use a Research-Based Pedagogy: Is Institutional Reform Possible? Sandra Stotsky argues that enough is now known (and has been known for decades) about how to teach reading effectively. The obstacles to teaching reading effectively are ideological. There is also a need to pretend that more research is needed to keep folks in academia artificially busy. Otherwise they might have to drive a cab.