|
|
|
Allington, Richard L. (2002)
Big Brother and the National Reading Curriculum: How
Ideology Trumped Evidence.
Portsmouth, N.H.: Heinemann.
This book is the reading area’s response to the report
released by the National Reading Panel (NPR) in April 2000 that
generated the "evidence-based" instruction standard for reading
pedagogy. Essays by Allington and other reading educators
present a scathing condemnation of the report.
The book is divided into two parts and a conclusion. Part
I, "Unreliable Evidence: Response to the National Reading Panel
Report," attacks the composition of the panel, the methodology
that was utilized, and the report’s findings. Allintonm and
others point out that the conclusions of this report do not mesh
with previous research. One theme that emerges is their concern
about the report’s support of phonics over other methodologies
and the lack of emphasis on reading comprehension. The essays
are written by experts in the field of reading and include "The
National Reading Panel Report [A Review]" by James W.
Cunningham; "Beyond the Smoke and Mirrors: A Critique of the
National Reading Panel Report on Phonics" by Elaine M. Garan;
and "Babes in the Woods: The Wanderings of the National Reading
Panel" by Joanne Yatvin.
Part II of the book, "Politics, Policies, and Profits: The
Political Context of the National Reports," links the report to
the political arena. The report is viewed as ideology disguised
as scientific research. In "The Politics of Phonics," Frances
Paterson links phonics policy to the Republican Party. She also
refers to the Christian Right and concludes that "States with
substantial or dominant Christian Right influence are more
likely to have phonics provisions in their Republican Party
platforms" (p. 173). Allington'’s essay in this section cites
numerous studies related to decodable text and his concern that
states such as Texas and California are legislating the use of
decodable texts without evidence of their effectiveness.
In the conclusion of the book, "An Unwarranted Intrusion:
The Evidence Against a National Reading Curriculum," Allington
laments that "Maybe it is all about power rather than improving
schools. Maybe it is more about making education more
‘efficient’-read, cheaper-than about making schools richer and
more engaging places for children to spend their young lives"
(p. 261). I can hear sorrow as well as outrage and anger in
this somber assertion. Allington concludes his final essay with
the warning that "The federal push for a national reading
curriculum is simply part of a much larger and much more
dangerous attempt to shift control of public education from
those who are closest to it-local taxpayers and teachers-to
those who sit in bureaucratic offices far from the classrooms
they are attempting to control….There is much at sake here. The
ideological push for a national reading curriculum is just the
tip of the iceberg" (p. 284).
My reaction to this book is mixed. Allington'’s introduction
really drew me in. He describes feeling like the Bill Murray
character in the movie Groundhog Day who kept seeing the same
things happen over and over again. Like Allington, many of the
"new" education reforms remind me of the performance
contracting, programmed learning, and competency testing that
were in vogue when I entered the profession in the 1970’s. I was
prepared to wholeheartedly embrace the views expressed in his
book, but by the time I finished reading it, I came away with
some reservations. Although I was sympathetic to much of what
was being said, I felt that his tone became "shrill." What is
Allington trying to accomplish with this book? If he intends to
influence educators, he is "preaching to the choir." If he
intends to influence policy makers, his tone and blanket
condemnations will likely put them on the defensive and result
in their dismissing even his most valid criticism. The general
public will probably view the book as just a liberal diatribe
against the Bush administration’s education policy.
Perhaps the book could have had more impact had Allington
taken the advice offered in Cathy Toll’s excellent essay, "Can
Teachers and Policy Makers Learn to Talk to One Another?" Toll
discusses the differing "discourses" represented by the National
Reading Panel report and a report published by the National
Education Association, a report that comes to a much different
conclusion and that predictably invests more authority in
individual teachers. She does not minimize the disagreements,
but argues for "…a new way to conceptualize the issues, a way
that might open up new ground for debate and for moving ahead"
(p. 152). In order for real improvement to take place, the
opposing sides need to listen to each other. My final reaction
to the book was to agree with Toll’s conclusion: "Perhaps it is
time to open up a new discourse" (p. 152).
Libraries serving teacher education programs should purchase
this book.
References
National Institute of Child Health and
Human Development. (2000). Report of the National Reading Panel:
Teaching children to read: An evidence based assessment of the
scientific research literature on reading and its implications
for reading instruction. (NIH Publication No. 00-4769).
Washington, DC: U.S. Government
Printing Office.
Pages: 304
Price: $21.15
ISBN: 0-325-00513-3
Reviewed by Sharon Naylor, Illinois State University
Booth, David (2002)
Even Hockey Players Read: Boys, Literacy and Learning.
Markham, Ontario: Pembroke
Publishers, distributed by Stenhouse.
David Booth currently teaches at the Ontario Institute for
Studies in Education at the University of Toronto, but he is
better-known as a popular speaker and a prolific writer on
issues related to the teaching and learning of reading and
writing. In this latest offering Booth provides teachers,
librarians and parents with a comprehensive collection of ideas
about how boys can be encouraged to read and to write. He also
urges teachers and parents to recognize that there are many boys
who are already avid readers - but they may not be seen as such
because they are not avid readers of the novels that may have
been selected for them to read. Booth speaks both as an
experienced educator and as a parent in this book and the
audience is intended to include anyone who may influence the
reading life of even a single boy. Booth explains in the
Introduction that he wants to "examine the issues pertaining to
the literacy lives of boys, how they perceive themselves as
readers, and how parents, teachers and peers influence their
literacy development" (p. 8). This goal is more than achieved
in the text, as readers will find here not just an enjoyable
narrative exploration of boys and literacy, but also multiple
easily-implemented classroom practices and much helpful advice
on how to encourage reading and writing by the boys in our
classrooms, homes or libraries.
The format of this text encourages browsing - and even the
most linear reader will find it hard to ignore the italicized
sidebars where the voices of authors, teachers, researchers, and
named and anonymous male readers of all ages are given space for
a story from their reading life. Sometimes, in fact, these
sidebars expand to consume whole pages, but the voices are worth
the disruption to Booth's narrative because they have been
carefully selected to illustrate how powerful and how personal
reading experiences can be - whether they be positive or
disappointing experiences. Another reason that these 'sidebar
voices' are so tempting to read is that Booth has included in
this space sections from a reading journal that he kept as his
son Jay was growing up. These pieces, written by a father whose
passion is the study of literacy development, are beautiful
excerpts from a personal narrative and as such they shed much
light on the topics covered by Booth's more analytical voice in
the main text. Text boxes, short mini-chapters within major
chapters, photographs of boys reading and a recurring section of
brief research reports and teaching ideas called "Bringing Boys
into Literacy" combine with the sidebars to make this a book
built for browsers. Five chapters structure the book, with a
total of 19 sections that have been styled after comments we
have all heard from our students - such as "reading is what
girls do, "this book is too hard" and "does spelling count".
These headings draw the reader in to see what technique Booth
has come up with to turn these familiar grumbles into positive
reading and learning experiences.
Even Hockey Players Read is based on research but it
is written for practitioners and not as a research report.
Booth's list of interview questions is included at the back of
the book and could be used by teachers or researchers to uncover
details about the reading interests and the literacy lives of
any students. This extensive back-of-the-book section also
includes "Recommended Books for Boys" - helpfully broken down
into 12 sections that include read-aloud resources, picture
books, easy-read series, series for young boys, series for older
boys, novels for young boys, novels for older boys and several
more categories. These booklists will be invaluable for anyone
who is called upon to recommend books to boys. The book ends
with four pages of suggested professional reading and an
author/title/subject index. This is a book that is based on the
author's years of experience teaching children and teachers and
it is brimming with his passion for books and for reading. If
you have professional or personal connections with boys and
reading and you enjoy an anecdotal approach to learning you will
want to read Booth's excellent compilation of recent research
and his inventive ideas for encouraging reading in boys.
Pages: 135
Price: $19.00
ISBN: 1-55138-147-8
Reviewed by: Brenda Reed, Queen's University, Canada
Brown, Roberta Seckler, & Carey, Susan (2003)
Hands-on Word Family Activites for Young Readers: Ready-to-
use Lessons and Activities for Building Literacy Skills.
San Francisco: Jossey-
Bass.
Word families are a collection of words that have a shared
characteristic or pattern. Word families contain similar letter
combinations and sounds and are used as an aid in teaching young
children to read. As described in the introduction of the book,
Brown and Carey have written a book that can be used to give
children real reading experiences by teaching word families in
context.
Twenty-five sections were developed for the book, with each
section containing three daily lesson plans. The lessons are
comprehensive and contain usable objectives, materials lists and
procedure for each word family. A variety of activities are
also included in the lessons, from art projects, to blending
strips, to challenge activities and reinforcement activities.
The lessons can be done in a short amount of time, with some
lessons containing one activity, and others containing numerous
curriculum extenders.
The book contains numerous illustrations that can be used
during the learning and teaching experience. Each lesson is
shown with textual information and graphical line masters that
can be photocopied or scanned. There are no page numbers on the
line masters, which aids in the copying process. The graphics
are slightly amateur in appearance, which could detract some
users, yet the cartoon affect of some of the graphics may appeal
to younger children.
Primary teachers will find the book useful, offering lessons
to strengthen current reading curriculum. For newer teachers
the lessons and instructions for their use will aid in the
development of teaching experiences. For the crafty instructor
who uses a lot of manipulatives for learning, the book may
provide additional opportunities for classroom practice. The
main detraction is the graphics, otherwise the book is a good
resource for the busy teacher.
Pages: 560
Price: $29.95
ISBN: 0-7879-6592-8
Reviewed by Ru Story-Huffman, Cumberland College
Coughlin, Deborah (2002)
How to Plan for the School Year: The Elementary Teacher’s
Essential Guide Book.
Portsmouth, N.H.: Heinemann.
New elementary school teachers often find themselves not
knowing where to begin with the many demands that are placed
them. Experienced teachers, too, often look for resources to
give them new ideas to keep their classrooms fresh and up-to-
date. Deborah Coughlin has given both new and experienced
elementary school teachers a valuable tool for organizing their
curriculum and classrooms.
How to Plan for the School Year is an easy-to-read,
step-by-step guide that begins with how and why to write a
yearlong integrated curriculum and theme for the elementary
classroom. It advises teachers to include all mandated and
required standards, benchmarks, and tested materials for all
content areas, as well as take into consideration the
developmental approximations and social/cultural issues that
affect students. The book gives instruction on how to set-up an
aesthetically pleasing classroom that is functional and
coordinates with the chosen theme. Coughlin then gives guidance
on organizing a classroom management system which includes a
section on "lists, letters, and forms", what kind of information
to gather from students, and how to organize it.
The book is not only useful for the beginning of the year,
but carries teachers through the year with hints on
communicating with parents and professionalism. There are also
appendices with a wealth of checklists, printable forms, charts,
and letters; all useful for classroom management and teaching.
How to Plan for the School Year: The Elementary Teacher’s
Essential Guide Book has an appropriate title because it is
a concisely written guidebook with essential information written
for new and experienced teachers alike. Organization, the book’s
central theme, is vital to having a well functioning elementary
school classroom.
Pages: 192
Price: $20.00
ISBN: 0-325-00318-1
Reviewed by Stephanie Walts-Osma, Southwest Texas State
University
Hahn, Mary Lee (2002)
Reconsidering Read-Aloud.
Portland, Maine: Stenhouse
Publishers.
In Reconsidering Read-Aloud Mary Lee Hahn presents a
convincing case for the importance of reading aloud in the
classroom. As an elementary school classroom teacher she has
refined the practice of reading aloud to students. Chapters of
the book are The Roles of the Teacher, Choosing Books, Building
Classroom Community, General Strategies, Fiction Strategies,
Nonfiction Strategies, and Evaluation and Assessment.
According to Hahn, reading aloud to children provides a time
for them to "learn without trying." Critical components of this
learning are the facets of "listening, questioning, speaking,
and visualizing" which require only "a reader, a book, and
listeners." While read aloud time should be fun, it also serves
as a useful teaching tool.
The teacher must provide the children with a reading role
model. In order to be a reading role model, the teacher must
first be a reader. It is essential that the teacher put
reading at the heart of his or her reading instruction. This
focus will allow the read-aloud experience to be a time of
learning. The author provides discussion and examples in
Chapter 1 to direct the teacher in the "Art of Teaching During
Read-Aloud." The spontaneity of teaching and learning during
the read-aloud time can provide both teacher and students with
an opportunity to think on a different level.
The teacher who successfully serves as a reading role model
will choose high quality books that provide enjoyment for both
teacher and students. Hahn notes that "Read-aloud is your
chance to introduce students to the award winners, to the newest
books, to the classics." In chapter 2 she provides suggestions
for finding good, reliable booklists. She reminds the reader
that, in addition to providing enjoyment, the read aloud
activity should encourage students to stretch their minds and
their imaginations.
In Chapter 3 Hahn encourages teachers to use reading and
read-aloud to help "create a basic classroom community." A
classroom community is built on relationships, and read-aloud
fosters relationships between the teacher, the students, and
books. Related activities that help to build relationships
include conversation about the material being read, rituals in
the classroom extending to read-aloud, student involvement in
choice of reading materials discussion of topics of significance
to the teacher and the students, and projects connected to the
read-aloud material. Each of these activities involves the
teacher, the students, and the books and provides an opportunity
for sharing that will develop relationships in the classroom.
In Chapter 4, Hahn suggests many helpful strategies,
including previewing strategies, using prior knowledge, reading
with expression, visualization, strategies for remembering where
you left off, vocabulary in context, better talk, and amazing
response to simple text. She provides excellent tips and
examples of why and how teachers should use these strategies
when planning and implementing a read-aloud program.
Chapters 5 and 6, on fiction and nonfiction strategies are
particularly useful. According to Hahn, the teacher using
fiction for read-aloud should include spontaneous teaching,
planned teaching, and inquiry-based teaching. The author offers
numerous helpful techniques and tips for using read-aloud
fiction effectively. She provides similarly helpful advice
concerning nonfiction read-aloud. Hahn cautions against
ignoring nonfiction, noting, "If our goal is to develop whole
readers, nonfiction must get equal time in read-aloud" (p. 95).
Each section in these two chapters provides book titles, first-
hand examples of how a class might react during read-aloud
times, and suggestions that give the teacher enough background
to make a success of read-aloud in the classroom.
The final chapter summarizes Han’s look back at the read-
aloud year. Student by student, she recounts successes and
struggles as she evaluates and assesses the year. She advises
teachers to evaluate and assess by simply looking back over the
year, considering the students’ reactions and the results of
read-aloud. Assessment can also be done in the guise of an
informal questionnaire filled out by the students. Hahn’s
questionnaire, for instance, has only four questions.
Three appendices are included in the book: The "Favorite"
Project" includes responses from elementary and middle school
teachers, giving titles and authors of favorite read-alouds for
their classroom. Appendix 2 is made up of "Reading at Home"
forms, and Appendix 3 provides a chart that can be used by
teachers to identify "when read-aloud is recognized as a
teaching time" (p. 150).
This book supports the comment made by the author in the
introduction, "I have begun to consider read-aloud an essential
and central component in the teaching of reading in my
classroom. When I began to focus my constant and critical
attention on read-aloud, I was amazed to discover teaching I
hadn’t realized I was doing and learning that had likewise
escaped my notice" (p. 4). Reconsidering Read-Aloud is
a useful guide for all teachers who would like to incorporate
read aloud activities into their classrooms.
Pages: 156
Price: $20.00
ISBN: 1-57110-351-1
Reviewed by Naomi Williamson, Central Missouri State University
|
home |
reviews |
editors |
contribute |
subscribe
| publishers