Needed: Critics of Literacy Education with a More Inclusive Perspective

Abstract

Journalists, book authors, and think tank members have been extremely critical of how literacy is presented in schools. Many of these critics who are inexperienced in literacy education believe that educators are inadequately teaching reading and writing. Those most critical of the “inadequate skills perspective” are usually experts in their respective fields, including neuroscience, speech-language pathology, and educational psychology. Not surprisingly, their fields of expertise are not fine-tuned in the field of literacy. These critics are more likely to promote balanced and constructive criticisms if they (a) hold graduate degrees in the areas in which they serve as critics, (b) collaborate with colleagues who believe in different points of view, (c) maintain rigorous peer-review standards before releasing research findings to the media, (d) have practical experience in schools, and (e) attend professional development sessions concerning big-picture perspectives and make observations in schools where these perspectives have been effectively implemented

Kaynakça

1. Advocates for Children of New York. (2005). Leaving school empty handed: A report on graduation and dropout rates for students who receive special education services in New York City. Retrieved June 19, 2005 from http://www.advocatesforchildren. org/pubs/2005/sped-grad/sped-grad-06-02-05.pdf
2. Allbritten, D., Mainzer, R., & Ziegler, D. (2004). NCLB: Failed schools—or failed law? Will students with disabilities be scapegoats for school failures? Educational Horizons, 82, 153-160.
3. Allington, R. (2002). You can’t learn much from books you can’t read. Educational Leadership, 60, 16-19.
4. Allington, R. (2005, June/July). President’s message: The other five “pillars” of effective reading instruction. Reading Today, 22, 3.
5. Allington, R. (2005/2006, December/January). President’s message: What counts as evidence in evidence-based education? Reading Today, 23,16.
6. ASCD. (2005). Position statement on the whole child. Educational Leadership, 63, 17.
7. Barton, P. (2003). Parsing the achievement gap: Baselines for tracking progress. Princeton, NJ: Educational Testing Service.
8. Barton, P. (2006). The dropout problem: Losing ground. Educational Leadership, 63, 14- 18.

9. Biancarosa, G., & Snow, C. (2004). Reading next: A vision for action and research in middle and high school literacy. A report from Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
10. Bond, G., & Dykstra, R. (1997). The Cooperative Research Program in First Grade Reading Instruction. Reading Research Quarterly, 32, 348-427 (original work published in 1967).
11. Clark, M., Haney, W., Madaus, G. (2000). High stakes testing and high school completion. National Board of Educational Testing and Public Policy. Retrieved May 27, 2005, from http://www.bc.edu/research/nbetpp/index.html
12. Coles, G. (2004). Danger in the classroom: “Brain glitch” research and learning to read. Phi Delta Kappan, 85, 344-351.
13. Colvin, R. (2005). A new generation of philanthropists and their great ambitions. In F. Hess (Ed.), The best of intentions: How philanthropy is reshaping the landscape of K-12 education (pp. 21-49). Cambridge: Harvard Education Press.
14. Comer, J. (2004). Leave no child behind: Preparing today’s youth for tomorrow’s world. New Haven, CT: Yale University Press.
15. Comer, J. (2005). The rewards of parent participation. Educational Leadership, 62, 38- 42.
16. Comer, J., Joyner, E., & Ben-Avie, M. (2004). (Eds.). (2004). The field guide to Comer schools in action. Thousand Oaks, CA: Corwin.
17. D’Agostino, & Murphy, J. (2004). A meta-analysis of reading recovery in United States schools. Educational Evaluation and Policy Analysis, 26, 23-38.
18. Darling-Hammond, L. (2005). A good teacher in every classroom: Preparing the highly qualified teachers our children deserve. San Francisco, CA: Jossey-Bass.
19. Darwin, M., & Fleishman, S. (2005). Research matters: Fostering adolescent literacy. Educational Leadership, 62, 85-87.
20. Eisner, E. (2005). Back to whole. Educational Leadership, 63, 14-17.
21. Emery, K., & Ohanian, S. (2004). Why is corporate America bashing our public schools? Portsmouth, NH: Heinemann.
22. Erpenbach, W., Forte-Fast, E., & Potts, A. (2003). Statewide educational accountability under NCLB: Central issues arising from an examination of state accountability workbooks. Washington, DC: Council of Chief State School Officers.
23. Freeley, M. (2005). Message from the president: We’re all called to teach the whole child. Education Update, 47, 6.
24. Gardner, H. (2005, September 14). Beyond the herd mentality: The minds that we truly need in the future. Education Week, 25, 44.
25. Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. Hove, UK: Psychology Press.
26. Guthrie, J., & Humenick, N. (2004). Motivating students to read: Evidence for classroom practices that increase reading motivation and achievement. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 329-354). Baltimore, MD: Brookes.
27. Haycock, K. (1998). Good teaching matters…a lot. Thinking K-16, 3, 1-14.
28. Haynes, N. (Guest Ed.) (1998). Changing schools for changing times: The Comer School Development Program. Journal of Education for Students Placed At Risk, 3, 1-102.
29. Henriquez, A. (2005). The evolution of an adolescent literacy program: A foundation’s journey. Reading Research Quarterly, 40, 376-380.
30. Herman, J. (2003). State test lessons: The effects of school reform. Voices in Urban Education, 1, 46-55.
31. Hess, F. (2005). Inside the gift horse’s mouth: Philanthropy and school reform. Phi Delta Kappan, 87, 131-137.
32. Highet, G. (1950). The art of teaching. NY: Knopf.
33. International Reading Association. (2000). Making a difference means making it different: Honoring children’s rights to excellent reading instruction. Retrieved July 3, 2005, from http://www.reading.org/resources/issues/positions_rights.html
34. Kane, J., & Carpenter, H. (2003). Imagination and the growth of the human mind. In S. Olfman (Ed.), All work and no play: How educational reforms are harming our preschoolers (pp. 125-141). Westport, CT: Praeger.
35. Keller, B. (2005, May 25). Panel urges new testing for teachers. Education Week, 24, 1, 16.
36. Kerr, J. (2003, July 31). Study: Parents want more time with kids. The Associated Press.
37. Kilgore, S. (2005). Comprehensive solutions for urban reform. Educational Leadership, 62, 44-47.
38. King, J. (Ed.). (2005). Black education: A transformative research and action agenda for the new century. Mahwah, NJ: Lawrence Erlbaum.
39. Kohn, A. (2002). The 500-pound gorilla. Phi Delta Kappan, 84, 113-119.
40. Kozol, J. (2005a). The shame of the nation: The restoration of apartheid schooling in America. New York: Crown.
41. Kozol, J. (2005b). Still separate, still unequal: America’s educational apartheid. Harper’s Magazine, 41-54.
42. Mahoney, M., & DeMonbreun, B. (1981). Problem-solving bias in scientists. In R. Tweney, M. Doherty, & C. Mynatt (Eds.), On scientific thinking (pp. 139-144). New York: Columbia University Press.
43. Mathis, W. (2004). NCLB: Failed schools—or failed law? NCLB and high-stakes accountability: A cure? Or a symptom of the disease? Educational Horizons, 82, 143-152.
44. McColl, A. (2005). Tough call: Is No Child Left Behind Constitutional? Phi Delta Kappan, 86, 604-610.
45. McGill-Franzen, A. (2005). In the press to scale up, what is at risk? Reading Research Quarterly, 40, 366-370.
46. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, D.C.: NICHD.
47. Noddings, N. (2005a, February 23). Rethinking a bad law. Education Week, 24, 38.
48. Noddings, N. (2005b). What does it mean to educate the whole child. Educational Leadership, 63, 8-13.
49. Orfield, G. (Ed.). (2004). Dropouts in America: Confronting the graduation rate crisis. Cambridge, MA: Harvard Education Press.
50. Orfield, G., Losen, D., Wald, J., & Swanson, C. (2004). Losing our future: How minority youth are being left behind by the graduation rate. Cambridge, MA: The Civil Rights Project at Harvard University.
51. Packer, A. (1997). How rude The teenagers’ guide to good manners, proper behavior, and not grossing people out. Minneapolis, MN: Free Spirit Publishing.
52. Parini, J. (2005). The art of teaching. New York: Oxford University Press.
53. Rathbone, C. (2005). A learner’s bill of rights. Phi Delta Kappan, 86, 471-473.
54. Rhone, N. (2004, January 25). Minding our manners. Newsday, G6-G7, G10.
55. Samuels, C. (2005, June 15). Report raps N.Y.C. special education graduation rate. Education Week, 24, 6.
56. Sanacore, J. (2000). Promoting effective literacy learning in minority students by focusing on teacher workshops and reflective practice: A comprehensive project supported by the Annenberg Foundation. Reading Psychology: An International Quarterly, 21, 233-255.
57. Sanacore, J. (2001, March 7). Needed: Caring schools. Education Week, 20, 43.
58. Sanacore, J. (2004). Genuine caring and literacy learning for African American children. The Reading Teacher, 57, 744-753.
59. Sanacore, J. (2005). Literacy learning for minority children. Invited presentation at the sixth annual Institute of the Ennis William Cosby Foundation and Fordham University, New York.
60. Sanacore, J. (2006). Helping non-tenured education faculty get published in peer- reviewed journals. Advancing Women in Leadership Online Journal, 19. Retrieved May 30, 2006, from www.advancingwomen.com
61. Simon, K. (2001). Moral questions in the classroom. New Haven, CT: Yale University Press.
62. Solomon, D. (2005, September 4). Questions for Jonathan Kozol: School monitor. The New York Times Magazine,14.
63. Stewart, M. (2004). Early literacy instruction in the climate of No Child Left Behind. The Reading Teacher, 57, 732-743.
64. Taylor, B., & Pearson, D. (2005). Beating the odds. Center for the Improvement of Early Reading Achievement. University of Michigan School of Education. Retrieved July 3, 2005, from www.ciera.org
65. Tierney, R., & Shanahan, T. (1991). Research on the reading-writing relationship: Interactions, transactions, and outcomes. In R. Barr, M. Kamil, P. Mosenthal, & P. Pearson (Eds.), Handbook on reading research, (pp. 246-280). NY: Longman.
66. Tremain, R. (1985). Onsets and rimes as units of spoken syllables: Evidence from children. Journal of Experimental Psychology, 39, 161-181.
67. Viadero, D. (2005, May 18). Release of unreviewed studies sparks debate. Education Week, 24, 1, 14.
68. Wason, P. (1960). On the failure to eliminate hypotheses in a conceptual task. Quarterly Journal of Experimental Psychology, 12, 129-140.
69. The White House. (2005, January 12). No Child Left Behind: High quality, high school initiatives. The White House, Office of the Press Secretary. Retrieved May 27, 2005, from http://www.whitehouse.gov/news/releases/2005/01/20050112-3.html
70. Willingham, D. (2005). How we learn: Ask the cognitive scientist. American Educator, 29, 31-35, 44.
71. Winograd, K. (2003). The functions of teacher emotions: The good, the bad, and the ugly. Teachers College Record, 105, 1641-1673.
72. Wylie, R., & Durrell, D. (1970). Teaching vowels through phonograms. Elementary English, 47, 787-791.
73. Yale Child Study Center. (n.d.). Overview of the School Development Program. Retrieved May 27, 2005, from www.info.med.yale.edu/comer/about/ overview.html