Pedagogies for the Poor? Realigning Reading Instruction for Low-Income Students With Scientifically Based Reading Research  

Oleh:

Cummins, Jim

Jenis: Article from Journal - e-Journal
Dalam koleksi: Educational Researcher vol. 36 no. 9 (Dec. 2007), page 564-572.
Topik: literacy engagement; low-income students; pedagogy; reading instruction; systematic phonics instruction
Fulltext: 564.pdf (275.92KB)

Isi artikel

In this article, the author argues that there is minimal scientific support for the pedagogical approaches promoted for low-income students in the federal Reading First initiative. In combination with high-stakes testing, the interpretation of the construct systematic phonics instruction in Reading First has resulted in highly teacher-centered and inflexible classroom environments. By privileging these approaches, Reading First ignored the National Reading Panel’s finding that systematic phonics instruction was unrelated to reading comprehension for lowachieving and normally achieving students beyond Grade 1. Also ignored was the significant body of research suggesting that reading engagement is an important predictor of achievement. Alternative evidence-based directions for rebalancing reading instruction for low-income students are suggested in the context of the impending reauthorization of the No Child Left Behind legislation.

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