Bibliographic Details
| Title: |
Why We Cannot Go Back to Basics Reclaiming The Right to Teach Literacy. |
| Authors: |
Ferguson, Daniel (AUTHOR) dfergu2@gmu.edu, Rabinowitz, Laurie (AUTHOR) lrabinowitz@skidmore.edu, Tondreau, Amy (AUTHOR) amytondreau@umbc.edu |
| Source: |
Rethinking Schools. Spring2025, Vol. 39 Issue 3, p46-51. 6p. 2 Color Photographs. |
| Subject Terms: |
*Early childhood education, *Textbooks, *Teaching methods, *Special education teachers, *Public school teachers, Children with dyslexia |
| Abstract: |
The article discusses the current debates surrounding reading instruction in U.S. schools, focusing on the rise of the "Science of Reading" movement and the increase in book bans. It highlights how both book banning and the push for phonics-based instruction limit teachers' ability to provide diverse materials and cater to students' individual needs. The text emphasizes the importance of teacher autonomy, diverse reading materials, and the need for nuanced literacy instruction that values all children's identities and cultures. The authors call for a more inclusive approach to literacy education that prioritizes students' needs over divisive agendas. [Extracted from the article] |
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| Database: |
Education Research Complete |
