A political critique of remedial reading programs: The example of Reading Recovery

Reading Teacher

Volumn 50, Issue 6, 1997, Pages 460-468

  Dudley Marling, Curt ^a   Murphy, Sharon ^a  

^a YORK UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0000353195     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (39)

1. Apple, M.W. (1993). Official knowledge: Democratic education in a conservative age. New York: Routledge.
2. Ayers, W. (1993). To teach: The journey of a teacher. New York: Teachers College Press.
3. Bartnicki, O. (1995). Reading with friends: A peer-tutored reading program. In C. Dudley-Marling & D. Searle (Eds.), Who owns learning? Questions of autonomy, choice, and control (pp. 40-51). Portsmouth, NH: Heinemann.
4. Bourdieu, P., & Passeron, J.C. (1977). Reproduction in education, society and culture. Beverly Hills, CA: Sage.
5. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books.
6. Clay, M.M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
7. Clay, M.M. (1992). Reading Recovery: The wider implications of an educational innovation. In A. Watson & A. Badenhop (Eds.), Prevention of reading failure (pp. 22-47). New York: Ashton Scholastic.
8. Clay, M.M. (1993). Foreword. In C.A. Lyons, G.S. Pinnell, & D.E. DeFord (Eds.), Partners in learning: Teachers and children in Reading Recovery (pp. xii-xiv). New York: Teachers College Press.
9. Curtis, B., Livingstone, D.W., & Smaller, H. (1992). Stacking the deck: The streaming of working-class kids in Ontario schools. Toronto: Our Schools/Our Selves Education Foundation.
10. DeFord, D.E. (1991). Using reading and writing to support the reader. In D.E. DeFord, C.A. Lyons, & G.S. Pinnell (Eds.), Bridges to literacy: Learning from Reading Recovery (pp. 77-95). Portsmouth, NH: Heinemann.
11. Delpit, L.D. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, 280-298.
12. Delpit, L.D. (1993). The politics of teaching literate discourse. In T. Perry & J.W. Fraser (Eds.), Freedom's plow (pp. 285-295). New York: Routledge.
13. Dudley-Marling, C. (1996). Explicit instruction within a whole language framework. In E. McIntyre & M. Pressley (Eds.), Teaching skills in a whole language classroom: The role of explicit instruction (pp. 23-36). Norwood, MA: Christopher Gordon.
14. Dudley-Marling, C., & Dippo, D. (1995). What learning disability does: Sustaining the discourse of schooling. Journal of Learning Disabilities, 28, 408-414.
15. Dudley-Marling, C., & Fine, E.S. (in press). The politics of whole language. Reading and Writing Quarterly.
16. Edelsky, C. (1994). Education for democracy. Language Arts, 71, 252-257.
17. Fish, S. (1980). Is there a text in this class? The authority of interpretive communities. Cambridge, MA: Harvard University Press.
18. Fulcher, G. (1989). Disabling policies? A comparative approach to education policy and disability. Philadelphia: The Falmer Press.
19. Gee, J. (1990). Social linguistics and literacies: Ideology in discourses. Philadelphia: The Falmer Press.
20. Graff, H.J. (1979). The literacy myth: Literacy and social structure in the 19th century city. New York: Academic Press.
21. Heath, S.B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, England: Cambridge University Press.
22. Hiebert, E. (1994). Reading Recovery in the United States: What difference does it make in an age cohort? Educational Researcher, 23(9), 15-25.
23. Jencks, C. (1972). Inequality. New York: Harper Colophon.
24. Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: Crown.
25. Lily, M.S. (1989). Teacher preparation. In D.K. Lipsky & A. Gartner (Eds.), Beyond separate education: Quality education for all (pp. 143-157). Baltimore, MD: Paul Brookes.
26. Lyons, C.A., Pinnell, G.S., & DeFord, D.E. (1993). Partners in learning: Teachers and children in Reading Recovery. New York: Teachers College Press.
27. Michaels, S. (1981). Children's narrative style and differential access to literacy. Language in Society, 10, 423-442.
28. Mills, C.W. (1959). The sociological imagination. Oxford, England: Oxford University Press.
29. Milofsky, C. (1989). Testers and testing: The sociology of school psychology. London: Rutgers University Press.
30. Mitchell, C. (1991). Preface. In C. Mitchell & K. Weiler (Eds.), Rewriting literacy: Culture and the discourse of the other (pp. xvii-xxvii). Toronto: OISE Press.
31. Pinnell, G.S., Fried, M.D., & Estice, R.M. (1991). Reading Recovery: Learning how to make a difference. In D.E. DeFord, C.A. Lyons, & G.S. Pinnell (Eds.), Bridges to literacy: Learning from Reading Recovery (pp. 11-35). Portsmouth, NH: Heinemann.
32. Pinnell, G.S., Lyons, C.A., DeFord, D.E., Bryk, A.S., & Seltzer, M. (1994). Comparing instructional models for the literacy education of high-first graders. Reading Research Quarterly, 29, 9-39.
33. Rasinski, T.V. (1995). On the effects of Reading Recovery: A response to Pinnell, Lyons, DeFord, Bryk, & Seltzer. Reading Research Quarterly, 30, 264-270.
34. Shanahan, T., & Barr, R. (1995). Reading Recovery: An independent evaluation of the effects of an early instructional intervention for at-risk learners. Reading Research Quarterly, 30, 958-996.
35. Shannon, P. (1988). Broken promises: Reading instruction in 20th century America. Granby, MA: Bergin & Garvey.
36. Shapiro, H. (1980). Society, ideology and the reform of special education. Educational Theory, 30, 211-223.
37. Skrtic, T.M. (1991). Behind special education: A critical analysis of professional culture and school organization. Denver, CO: Love Publishing.
38. Taylor, D. (1991). Learning denied. Portsmouth, NH: Heinemann.
39. Wasik, B.A., & Slavin, R.E. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, 28, 179-200.