Previous Chapter Chapter 20: Reading Policy: Evidence versus Power Next Chapter

  • Citations
  • Add to My List
  • Text Size

Reading Policy: Evidence versus Power
Reading policy: Evidence versus power

In an ideal world, a teacher could read about and apply to classroom teaching many of the valuable, research-supported ideas in this Handbook of Early Childhood Literacy. However, classrooms exist in a world so far from ideal in which, in recent years, many recommendations in this Handbook have been legally, forcefully, and unscrupulously branded as contrary to ‘scientifically-based reading instruction.’ A teacher emphasizing meaning-making, teaching according to constructivist principles, promoting critical literacy, or criticizing reading textbooks is likely to be censured by administrative superiors or worse.

The problem has been glaring in the United States but also runs deep in other nations. What had become an international movement of educators ‘from all around the world–Mexico, Venezuela, Argentina, ...

Looks like you do not have access to this content.


Don’t know how to login?

Click here for free trial login.

Back to Top

Copy and paste the following HTML into your website