Why We Cannot Go Back to Basics Reclaiming The Right to Teach Literacy.
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| 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] |
| Copyright of Rethinking Schools is the property of Rethinking Schools and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184209355 AccessLevel: 6 PubType: Periodical PubTypeId: serialPeriodical PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Why We Cannot Go Back to Basics Reclaiming The Right to Teach Literacy. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ferguson%2C+Daniel%22">Ferguson, Daniel</searchLink> (AUTHOR)<i> dfergu2@gmu.edu</i><br /><searchLink fieldCode="AR" term="%22Rabinowitz%2C+Laurie%22">Rabinowitz, Laurie</searchLink> (AUTHOR)<i> lrabinowitz@skidmore.edu</i><br /><searchLink fieldCode="AR" term="%22Tondreau%2C+Amy%22">Tondreau, Amy</searchLink> (AUTHOR)<i> amytondreau@umbc.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Rethinking+Schools%22">Rethinking Schools</searchLink>. Spring2025, Vol. 39 Issue 3, p46-51. 6p. 2 Color Photographs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Public+school+teachers%22">Public school teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+dyslexia%22">Children with dyslexia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Rethinking Schools is the property of Rethinking Schools and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184209355 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 46 Subjects: – SubjectFull: Early childhood education Type: general – SubjectFull: Textbooks Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Special education teachers Type: general – SubjectFull: Public school teachers Type: general – SubjectFull: Children with dyslexia Type: general Titles: – TitleFull: Why We Cannot Go Back to Basics Reclaiming The Right to Teach Literacy. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ferguson, Daniel – PersonEntity: Name: NameFull: Rabinowitz, Laurie – PersonEntity: Name: NameFull: Tondreau, Amy IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Spring2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 08956855 Numbering: – Type: volume Value: 39 – Type: issue Value: 3 Titles: – TitleFull: Rethinking Schools Type: main |
| ResultId | 1 |
