Literaturnachweis - Detailanzeige
Autor/inn/en | Durán, Leah; Hikida, Michiko |
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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 |
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 |
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). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |