Making Sense of Reading's Forever Wars

Autor/inn/en	Durán, Leah; Hikida, Michiko
Titel	Making Sense of Reading's Forever Wars
Quelle	In: Phi Delta Kappan, 103 (2022) 8, S.14-19 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217221100003
Schlagwörter	Reading Skills; Reading Achievement; Reading Instruction; Equal Education; Social Bias; Racial Bias; At Risk Students; Minority Group Students; Low Income Students; Intervention; Program Effectiveness; Phonics; Culturally Relevant Education; Barriers; Elementary Secondary Education; Public Schools; Michigan (Detroit); United States + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Leseleistung; Leseunterricht; Racial discrimination; Rassismus; Public school; Öffentliche Schule; USA
Abstract	Recent stories raising the alarm about students' poor reading skills and calling for greater attention to the "science of reading" represent the latest round in the ongoing "reading wars." Going back at least as far as the 1950s, scholars, pundits and policy makers have debated which teaching strategies are most successful at helping students become proficient readers. However, Leah Durán and Michiko Hikida argue that these debates fail to get at the root issues behind students' poor reading performance. Even when schools with the lowest reading scores implement science-backed pedagogical approaches, these shifts do not make up for structural inequalities in facilities, resources, and teacher quality. Reading scores reflect problems rooted in class and race inequalities that cannot be resolved through pedagogy alone. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01