Reading taught to the tune of the 'scientific' hickory stick

Phi Delta Kappan

Volumn 83, Issue 3, 1999, Pages 205-212

  Coles, Gerald ^a  

^a ROBERT WOOD JOHNSON MEDICAL SCHOOL   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0042780810     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (48)

1. H.R. 1, No Child Left Behind Act of 2001, available on the Web at http://thomas.loc.gov.
2. National Institute of Child Health and Human Development, Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction: Reports of the Subgroups (Washington, D.C.: U.S. Government Printing Office, NIH Publication 00-4754, 2000). For ease of citation, I will refer to this as Reports of the Subgroups.
3. "Transforming the Federal Role in Education So That No Child Is Left Behind," available on the White House website (www.whitehouse.gov/ news/reports/no-child-left-behind.html).
4. National Institute of Child Health and Human Development, Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction (Summary) (Washington, D.C.: U.S. Government Printing Office, NIH Publication No. 00-4769, 2000), p. 7.
5. Ibid., p. 9.
6. Reports of the Subgroups, p. 2-115.
7. Ibid., p. 1-1.
8. Elaine Garan, "Beyond the Smoke and Mirrors: A Critique of the National Reading Panel Report on Phonics," Phi Delta Kappan, March 2001, pp. 500-506; and Stephen Krashen, "More Smoke and Mirrors: A Critique of the National Reading Panel Report on Fluency," Phi Delta Kappan, October 2001, pp. 118-21.
9. Elaine Garan, "Beyond the Smoke and Mirrors: A Critique of the National Reading Panel Report on Phonics," Phi Delta Kappan, March 2001, pp. 500-506; and Stephen Krashen, "More Smoke and Mirrors: A Critique of the National Reading Panel Report on Fluency," Phi Delta Kappan, October 2001, pp. 118-21.
10. Anne Cunningham, "Explicit Versus Implicit Instruction in Phonemic Awareness," Journal of Experimental Child Psychology, vol. 50, 1990, pp. 429-44.
11. Reports of the Subgroups, p. 2-36.
12. Cunningham, p. 435.
13. Ibid., p. 432.
14. Linnea Ehri et al., "Phonemic Awareness Instruction Helps Children Learn to Read: Evidence from the National Reading Panel's Meta-Analysis," Reading Research Quarterly, vol. 36, 2001, pp. 250-87.
15. Reports of the Subgroups, Appendix F, pp. 2-79-2-86.
16. Lynette Bradley and Peter Bryant, "Categorizing Sounds and Learning to Read: A Causal Connection," Nature, vol. 301, 1983, pp. 419-21; and idem, Rhyme and Reason in Reading and Spelling (Ann Arbor: University of Michigan Press, 1985), pp. 75-95.
17. Lynette Bradley and Peter Bryant, "Categorizing Sounds and Learning to Read: A Causal Connection," Nature, vol. 301, 1983, pp. 419-21; and idem, Rhyme and Reason in Reading and Spelling (Ann Arbor: University of Michigan Press, 1985), pp. 75-95.
18. Sylvia Defior and Pio Tudela, "Effect of Phonological Training on Reading and Writing Acquisition," Reading and Writing, vol. 6, 1994, pp. 299-320.
19. Ibid., p. 303.
20. Marit Korkman and A. Kaisa Peltomaa, "Preventive Treatment of Dyslexia by a Preschool Training Program for Children with Language Impairments," Journal of Clinical Child Psychology, vol. 22, 1993 p. 285.
21. Sue Weiner, "Effects of Phonemic Awareness Training on Low- and Middle-Achieving First Graders' Phonemic Awareness and Reading Ability," Journal of Reading Behavior, vol. 26, 1994, p. 282.
22. Sandra Iversen and William Tunmer, "Phonological Processing Skills and the Reading Recovery Program," Journal of Educational Psychology, vol. 85, 1993, pp. 112-26; and William Tunmer and Wesley Hoover, "Phonological Recoding Skill and Beginning Reading," Reading and Writing, vol. 5, 1993, pp. 161-79.
23. Sandra Iversen and William Tunmer, "Phonological Processing Skills and the Reading Recovery Program," Journal of Educational Psychology, vol. 85, 1993, pp. 112-26; and William Tunmer and Wesley Hoover, "Phonological Recoding Skill and Beginning Reading," Reading and Writing, vol. 5, 1993, pp. 161-79.
24. Reports of the Subgroups, p. 2-122.
25. James Baumann et al., "Where Are Teachers' Voices in the Phonics/Whole Language Debate? Results from a Survey of U.S. Elementary Classroom Teachers," Reading Teacher, vol. 51, 1998, pp. 636-50.
26. Reports of the Subgroups, pp. 2-39, 2-1.
27. Brian Byrne and Ruth Fielding-Barnsley, "Evaluation of a Program to Teach Phonemic Awareness to Young Children," Journal of Educational Psychology, vol. 83, 1991, pp. 451-55; idem, "Evaluation of a Program to Teach Phonemic Awareness to Young Children: A 1-Year Follow-Up," Journal of Educational Psychology, vol. 85, 1993, pp. 104-11; and idem, "Evaluation of a Program to Teach Phonemic Awareness to Young Children: A 2- and 3-Year Follow-Up and a New Preschool Trial," Journal of Educational Psychology, vol. 87, 1995, pp. 488-503.
28. Brian Byrne and Ruth Fielding-Barnsley, "Evaluation of a Program to Teach Phonemic Awareness to Young Children," Journal of Educational Psychology, vol. 83, 1991, pp. 451-55; idem, "Evaluation of a Program to Teach Phonemic Awareness to Young Children: A 1-Year Follow-Up," Journal of Educational Psychology, vol. 85, 1993, pp. 104-11; and idem, "Evaluation of a Program to Teach Phonemic Awareness to Young Children: A 2- and 3-Year Follow-Up and a New Preschool Trial," Journal of Educational Psychology, vol. 87, 1995, pp. 488-503.
29. Brian Byrne and Ruth Fielding-Barnsley, "Evaluation of a Program to Teach Phonemic Awareness to Young Children," Journal of Educational Psychology, vol. 83, 1991, pp. 451-55; idem, "Evaluation of a Program to Teach Phonemic Awareness to Young Children: A 1-Year Follow-Up," Journal of Educational Psychology, vol. 85, 1993, pp. 104-11; and idem, "Evaluation of a Program to Teach Phonemic Awareness to Young Children: A 2- and 3-Year Follow-Up and a New Preschool Trial," Journal of Educational Psychology, vol. 87, 1995, pp. 488-503.
30. Reports of the Subgroups, p. 2-37.
31. Ibid.
32. Byrne and Fielding-Barnsley, 1995, p. 488.
33. Donald Graves, personal communication. See also idem, Balance the Basics: Let Them Write (New York: Ford Foundation, 1978); idem, Writing: Teachers and Children at Work (Portsmouth, N.H.: Heinemann, 1983); and idem, A Fresh Look at Writing (Portsmouth, N.H.: Heinemann, 1994).
34. Donald Graves, personal communication. See also idem, Balance the Basics: Let Them Write (New York: Ford Foundation, 1978); idem, Writing: Teachers and Children at Work (Portsmouth, N.H.: Heinemann, 1983); and idem, A Fresh Look at Writing (Portsmouth, N.H.: Heinemann, 1994).
35. Donald Graves, personal communication. See also idem, Balance the Basics: Let Them Write (New York: Ford Foundation, 1978); idem, Writing: Teachers and Children at Work (Portsmouth, N.H.: Heinemann, 1983); and idem, A Fresh Look at Writing (Portsmouth, N.H.: Heinemann, 1994).
36. Donald Graves, personal communication. See also idem, Balance the Basics: Let Them Write (New York: Ford Foundation, 1978); idem, Writing: Teachers and Children at Work (Portsmouth, N.H.: Heinemann, 1983); and idem, A Fresh Look at Writing (Portsmouth, N.H.: Heinemann, 1994).
37. Fiona Brennan and Judith Ireson, "Training Phonological Awareness," Reading and Writing, vol. 9, 1997, p. 258.
38. See, for example, Stephen D. Krashen, Three Arguments Against Whole Language and Why They Are Wrong (Portsmouth, N.H.: Heinemann, 1999).
39. Judith Klesius et al., "A Whole Language and Traditional Instruction Comparison: Overall Effectiveness and Development of the Alphabetic Principle," Reading Research and Instruction, vol. 30, 1991, p. 59. For another example, see my discussion of Barbara Foorman et al., "The Role of Instruction in Learning to Read: Preventing Reading Failure in At-Risk Children," Journal of Educational Psychology, vol. 90, 1998, pp. 37-55, in my book Misreading Reading: The Bad Science That Hurts Children (Portsmouth, N.H.: Heinemann, 2000), pp. 31-42.
40. Judith Klesius et al., "A Whole Language and Traditional Instruction Comparison: Overall Effectiveness and Development of the Alphabetic Principle," Reading Research and Instruction, vol. 30, 1991, p. 59. For another example, see my discussion of Barbara Foorman et al., "The Role of Instruction in Learning to Read: Preventing Reading Failure in At-Risk Children," Journal of Educational Psychology, vol. 90, 1998, pp. 37-55, in my book Misreading Reading: The Bad Science That Hurts Children (Portsmouth, N.H.: Heinemann, 2000), pp. 31-42.
41. Judith Klesius et al., "A Whole Language and Traditional Instruction Comparison: Overall Effectiveness and Development of the Alphabetic Principle," Reading Research and Instruction, vol. 30, 1991, p. 59. For another example, see my discussion of Barbara Foorman et al., "The Role of Instruction in Learning to Read: Preventing Reading Failure in At-Risk Children," Journal of Educational Psychology, vol. 90, 1998, pp. 37-55, in my book Misreading Reading: The Bad Science That Hurts Children (Portsmouth, N.H.: Heinemann, 2000), pp. 31-42.
42. Joseph Torgesen et al., "Preventative and Remedial Interventions for Children with Severe Reading Disabilities," Learning Disabilities: A Multidisciplinary Journal, vol. 8, 1997, pp. 55, 57.
43. Joseph Torgesen et al., "Prevention and Remediation of Severe Reading Disabilities: Keeping the End in Mind," Scientific Studies of Reading, vol. 1, 1997, p. 220.
44. For a discussion of the myriad of influences on learning to read that draws upon an array of research and sources, see my Reading Lessons: The Debate over Literacy (New York: Hill & Wang, 1998). For a further discussion of the research on skills and comprehension, as well as a discussion of a number of the studies used in the NRP meta-analysis, see my Misreading Reading.
45. For a discussion of the myriad of influences on learning to read that draws upon an array of research and sources, see my Reading Lessons: The Debate over Literacy (New York: Hill & Wang, 1998). For a further discussion of the research on skills and comprehension, as well as a discussion of a number of the studies used in the NRP meta-analysis, see my Misreading Reading.
46. John Dewey, "Democracy in Education" (1903), in Jo Ann Boydston, ed., John Dewey: The Middle Works, 1899-1924 (Carbondale: Southern Illinois University Press, 1976), quoted in Ellen Lagemann, An Elusive Science: The Troubling History of Education Research (Chicago: University of Chicago Press, 2000), p. 50.
47. John Dewey, "Democracy in Education" (1903), in Jo Ann Boydston, ed., John Dewey: The Middle Works, 1899-1924 (Carbondale: Southern Illinois University Press, 1976), quoted in Ellen Lagemann, An Elusive Science: The Troubling History of Education Research (Chicago: University of Chicago Press, 2000), p. 50.
48. Richard C. Lewontin, Biology as Ideology: The Doctrine of DNA (New York: HarperCollins, 1991), p. 8.