On the use and misuse of research evidence: Decoding two states' reading initiatives

Reading Research Quarterly

Volumn 34, Issue 3, 1999, Pages 258-285

  Dressman, Mark ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039772514     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: 10.1598/RRQ.34.3.2     Document Type: Article

References (113)

1. BRADLEY, L., & BRYANT, P.E. (1983). Categorizing sounds and learning to read - a causal connection. Nature, 310, 419-421.
2. CUNNINGHAM, A.E. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 429-444.
3. EHRI, L.C. (1987). Learning to read and spell words. Journal of Reading Behavior, 19, 5-31.
4. JUEL, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
5. JUEL, C., GRIFFITH, P.L., & GOUGH, P.B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243-255.
6. LIBERMAN, I.Y., SHANKWEILER, D., FISCHER, F.W., & CARTER, B. (1974). Reading and the awareness of linguistic segments. Journal of Experimental Child Psychology, 18, 201-212.
7. PERFETTI, C.A., BECK, I., BELL, L., & HUGHES, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283-319.
8. TUNMER, W.E., & NESDALE, A.R. (1985). Phonemic segmentation skill and beginning reading. Journal of Educational Psychology, 77, 417-427.
9. VELLUTINO, F.R., & SCANLON, D.M. (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33, 321-363.
10. YOPP, H.K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159-177.
11. Two literature reviews of PPA research ADAMS, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
12. STANOVICH, K.E. (1986). Matthew Effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
13. Texas and California reading initiatives CALIFORNIA DEPARTMENT OF EDUCATION. (1996). Teaching reading: A balanced, comprehensive approach to teaching reading in prekindergarten through grade three. Sacramento, CA: Author.
14. TEXAS EDUCATION AGENCY. (1997). Beginning reading instruction: Components and features of a research-based reading program. Austin, TX: Author.
15. Other cited works ALLEN, R.V. (1976). Language experiences in communication. Boston: Houghton Mifflin.
16. ANBAR, A. (1986). Reading acquisition of preschool children without systematic instruction. Early Childhood Research Quarterly, 1, 69-83.
17. AU, K.H. (1998). Social constructivism and the school literacy learning of students of diverse backgrounds. Journal of Literacy Research, 30, 297-319.
18. AUSTIN, J.L. (1975). How to do things with words. Cambridge, MA: Harvard University Press.
19. AYRES, B.D. (1998, February 2). How good is it? As good as it gets, governors say The New York Times, A12.
20. BARRERA, R.B. (1992). The cultural gap in literature-based literacy instruction. Education and Urban Society, 24, 227-243.
21. BARTOLOMÉ, L. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review. 64, 173-194.
22. BAUGH, J. (1983). Black street speech: Its history, structure, and survival. Austin, TX: University of Texas Press.
23. BEREITER, C. & ENGELMANN, S. (1966). Teaching disadvantaged children in thepre-school. Englewood Cliffs, NJ: Prentice-Hall.
24. BERLINER, D. (1997). Educational psychology meets the Christian Right: Differing views of children, schooling, teaching, and learning. Teachers College Record, 98, 381-416.
25. BIVINS, R. (1997, October 26). Economic comeback: Houston works; office space, houses going fast as real estate comes back. Houston Chronicle (Business), p. 1.
26. BOGGS, S.T. (1985). Speaking, relating, and learning: A study of Hawaiian children at home and at school. Norwood, NJ: Ablex.
27. BOND, G., & DYKSTRA, R. (1967/1997). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 32, 348-427.
28. BUSH SKETCHES HIS VISION FOR 2ND TERM. (1998, September 20). Austin American-Statesman, pp. J1, J6.
29. CALIFORNIA ASSEMBLY BILL 1086. (1997). [Online]. Available: http://www.cde.ca.gov/AB1086/index.html
30. CARSPECKEN, P.F. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.
31. CAZDEN, C. (1988). Classroom discourse. Portsmouth, NH: Heinemann.
32. CHALL, J.S. (1967). Learning to read: The great debate. New York: McGraw-Hill.
33. CHALL, J.S. (1983). Learning to read: The great debate (Updated Ed.). New York: McGraw-Hill.
34. CHOMSKY, N., & HALLE, N. (1968). The sound pattern of English. New York: Harper & Row.
35. CHRISTIE, J. (1997, August 3). Will new curriculum standards help our schoolchildren? Bar raised for Texas children, and they'll meet the challenge [Editorial opinion). Houston Chronicle, p. 4 (Outlook section).
36. CLARKE, L.K. (1988). Encouraging invented spelling in first graders' writing: Effects on learning to spell and read. Research in the Teaching of English, 22, 281-309.
37. CLAY, M.M. (1979). The early detection of reading difficulties. Portsmouth, NH: Heinemann.
38. COLVIN, R.R. (1995, September 13). State report urges return to basics in teaching reading. Los Angeles Times, pp. A1. A24.
39. DRESSMAN, M. (1993). Lionizing lone wolves: The cultural romantics of literacy workshops. Curriculum Inquiry, 22, 245-263.
40. DRESSMAN, M. (1997). Literacy in the library: Negotiating the spaces between order and desire. Westport, CT: Bergin & Garvey.
41. DRESSMAN, M., MCCARTY, L., & BENSON, J. (1998). Whole language as signifier: Considering the semantic field of school literacy. Journal of Literacy Research, 30, 9-52.
42. DYSON, A. (1993). Social worlds of children learning to write in an urban primary school. New York: Teachers College Press.
43. FLEGE, J.E., & FLETCHER, K. (1992). Talker and listener effects on degree of perceived accent. Journal of the Acoustical Society of America, 91, 370-389.
44. FLEGE, J.E., & PORT, R. (1981). Cross-language phonetic interference: Arabic to English. Language and Speech, 24, 125-146.
45. FLESCH, R. (1955). Why Johnny can't read. New York: Harper & Row.
46. FLESCH, R. (1985). Why Johnny can't read (2nd ed.). New York: Harper & Row.
47. GEIGERICH, H.J. (1992). English phonology: An introduction. Cambridge, England: Cambridge University Press.
48. GILLIGAN, C. (1982). In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University Press.
49. GOODMAN, K. (1996). On reading. Portsmouth, NH: Heinemann.
50. GOODY, J. (1977). The domestication of the savage mind. New York: Cambridge University Press.
51. GOULD, S.J. (1981/1996). The mismeasure of man. New York: W.W. Norton.
52. GRAFF, H.J. (1987). The legacies of literacy. Continuities and contradictions in western culture and society Bloomington. IN: Indiana University Press.
53. GRAFF, H.J. (1991). The literacy myth: Literacy and social structure in the nineteenth-century city. Brunswick, NJ: Transaction.
54. GRAFF, H.J. (1995). The labyrinths of literacy. Pittsburgh, PA: University of Pittsburgh Press.
55. HABERMAS, J. (1987). The theory of communicative action, Vol. 1. Reason and the rationalization of society (T. McCarthy, Trans.). Boston: Beacon.
56. HABERMAS, J. (1993). Modernity: An incomplete project. In T. Docherty (Ed.), Postmodernism: A reader (pp. 98-109). New York: Columbia University Press.
57. HEATH, S.B. (1983). Ways uith words Cambridge, England: Cambridge University Press.
58. HELFAND, L. (1998, October 25). Reading by 9: Some professors resist state's reform formula. Los Angeles Times, pp. 1, 34-35.
59. HOFSTADTER, R. (1944). Social Darwinism in American thought. Boston: Beacon.
60. HOHN, W.E., & EHRI, L.C. (1983). Do alphabet letters help prereaders acquire phonemic segmentation skill? Journal of Educational Psychology, 75, 752-762.
61. HORKHEIMER, M., & ADORNO, T. (1993). Dialectic of enlightenment (J. Cumming, Trans.). New York: Continuum. (Originally published, 1944)
62. HOUSTON READ COMMISSION: LITERACY NEWS. (1998). [Online]. Available: http://www.houread.org/newstate.html
63. JACOBS, S.L. (1993, June 21). Suellen just wants to learn to read. Los Angeles Times, pp. B5, B65
64. JENCKS, C. (1972). Inequality. New York: Basic Books.
65. JENSEN, J.T. (1993). English phonology. Amsterdam and Philadelphia: John Benjamins.
66. KRASHEN, S. (1996). Every person a reader: An alternative to the California Task Force Report on Reading. Culver City. CA: Language Education Associates.
67. LABOV, W. (1972). Language in the inner city: Studies in the black English vernacular. Philadelphia: University of Pennsylvania Press.
68. LASS, R. (1976). English phonology and phonological theory: Synchronic and diachronic studies. Cambridge, England: Cambridge University Press.
69. LENSMIRE, T.J. (1994). When children write: Critical re-visions of the writing workshop. New York: Teachers College Press.
70. LONG, M. (1990). Maturational constraints on language development. Studies in Second Language Acquisition, 12, 251-285
71. MARKLEY, M. (1997, October 11). Bush dedicates UT's reading research unit; Illiteracy called a "tragic childhood disease." Houston Chronicle, p. A30.
72. MARKLEY, M. (1998, March 1). Battling illiteracy: Public school reading instruction getting a push from parents, policy makers. Houston Chronicle, pp. A1, A21.
73. MCCARTHEY, S.J. (1994). Authors, text, and talk: The internalization of dialogue from social interaction during writing. Reading Research Quarterly: 29, 200-231.
74. MCCORMICK, K. (1996). The culture of reading and the teaching of English. Manchester, England: Manchester University Press.
75. MCDERMOTT, R. (1974) Achieving school failure: An anthropological approach to illiteracy and social stratification. In G. Spindler (Ed.), Education and cultural process (pp. 82-118). New York: Holt, Rinehart, & Winston.
76. MCQUILLAN, J. (1998). The literacy crisis: False claims, real solutions. Portsmouth, NH: Heinemann.
77. MECHAM, M.J., & WILLBRAND, J. L. (1979). Language disorders in children: A resource book for speech/language pathologists. Springfield, IL: Charles C. Thomas.
78. MELMED, P.J. (1971). Black English phonology: The question of reading interference (Monograph No. 1). Berkeley: University of California Language-Behavior Research Laboratory.
79. MOLL, L. (1992). Literacy research in community and classrooms: A socioculrural approach. In R. Beach, J.L. Green, M.L. Kamil, & T. Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 211-244). Urhana, IL: National Conference on Research in English.
80. OLSON, D. (1977). From utterance to text: The bias of language in speech and writing. Harvard Educational Review, 47, 257-281.
81. OLSON, D., TORRANCE, N., & HILDYARD, A. (1985). Literacy, language, and learning. New York: Cambridge University Press.
82. OYAMA, S. (1976). The sensitive period for the acquisition of a nonnative phonological system. Journal of Psycho-linguistic Research. 5, 261-285.
83. PALMER, K. (1969). Hermeneutics: Interpretation theory in Schliermacher, Dilthey, Heidegger, and Gadamer. Evanston, IL: Northwestern University Press.
84. PATKOWSKI, M. (1994). The critical age hypothesis in inter-language phonology. In M. Yavas (Ed.), First and second language phonology (pp. 205-222). San Diego, CA: Singular Publishing Group.
85. PEARSON, P.D. (1990). Foreward: How I came to know about Beginning to read. In M. Adams, Beginning to read: Thinking and learning about print (pp. v-viii). Cambridge, MA: MIT Press.
86. PEARSON, P.D. (1997). The First-Grade Studies: A personal reflection. Reading Research Quarterly, 32, 428-432.
87. PHILIPS, S.U. (1983). The invisible culture: Communication in classroom and community on the Warm Springs Indian Reservation. New York: Longman.
88. PRAISE AND CRITICISM FOR CLINTON EDUCATION POLICY. (1997, August 17). The New York Times, Sec. 1, p. 26.
89. READENCE, J.E., & BARONE, D.M. (1997). Editorial: Revisiting the First-Grade Studies: The importance of literacy history. Reading Research Quarterly, 32, 340-341.
90. RIST, R. (1970). Student social class and teacher expectations. Harvard Educational Review, 40, 411-451
91. RUGELEY, C. (1991, September 29). The man who took the State of Texas to school. Houston Chronicle (Texas Magazine), p. 10.
92. RUTTER, M. (1983). School effects on pupil progress: Research findings and policy implications. Child Development, 54, 1-29.
93. SCHOOL FINANCE RULING: PLAINTIFFS HAIL LATEST VICTORY IN SCHOOL CASE. (1990, September 26). Houston Chronicle, p. A18.
94. SCOVEL, T. (1988). A time to speak. A psycholinguistic inquiry into the critical period for human speech. New York: Harper & Row.
95. SCRIBNER, S., & COLE, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press.
96. SEARLE, J. (1969). Speech acts, Cambridge, England: Cambridge University Press
97. STANOVJCH, K.E. (1993/1994). Romance and reality. The Reading Teacher, 47, 280-291.
98. TAXEL, J. (1997). Multicultural literature and the politics of reaction. Teachers College Record, 98, 417-448.
99. TAYLOR, D. (1998). Beginning to read and the spin doctors of science. The political campaign to change America's mind about how children learn to read Urbana, IL: National Council of Teachers of English.
100. TEALE, W.H. (1986). Home background and young children's literacy development. In W.H. Teale & E. Sulzby (Eds.), Emergent literacy (pp. 173-206). Norwood, NJ: Ablex.
101. TEALE, W.H., & SULZBY, E. (1986). Emergent literacy. Norwood, NJ: Ablex.
102. TEXAS LEGISLATIVE BUDGET BOARD. (1994, December; Texas public school accountability: A report card on implementation of the system. Austin, TX: Educational Economic Policy Center.
103. THOMPSON, I. (1991). Foreign accents revisited: The English pronunciation of Russian immigrants. Language Learning, 41, 177-204.
104. U.S. BUREAU OF THE CENSUS (1998). [Online]. Available: http:// www.census.gov/population/www/protections/PP147.html1#tablej
105. VAN KEULEN, J.F., WEDDINGTON, G.T., & DEBOSE, C.E. (1998). Speech, language, learning, and the African American child. Boston: Allyn & Bacon.
106. WALBERG, H.J., & TSAI, S. (1983). Matthew effects in education. American Educational Research Journal, 20, 359-373
107. WHITE, S. (1988). The recent work of Jurgen Habermas: Reason, justice, and modernity. Cambridge, England: Cambridge University Press.
108. WILKINSON, I.A.G. (1998). Dealing with diversity: Achievement gaps in reading literacy among New Zealand students. Reading Research Quarterly, 23, 144-107.
109. WILLINSKY, J. (1998). Learning to divide the world: Education at empire's end. Minneapolis: University of Minnesota Press.
110. WILLIS, A.L. & HARRIS, V.J. (1997). Expanding the boundaries: A reaction to the First-Grade Studies. Reading Research Quarterly, 32, 439-445.
111. THE WINNERS & LOSERS OF '97: JOB SEEKERS AND SCHOOL-KIDS GAINED, WHILE CAREER POLITICIANS TOOK A HIT. (1997, December 31). The Wall Street Journal, p. C1.
112. WOO, E. (1997, May 30). Students' spelling gets an F; Californians are appalled by results of 'whole language' method. Houston Chronicle, p. A12.
113. YAVAS, M. (1998). Phonology: Development and disorders. San Diego, CA: Singular Publishing Group.