The Virtual Library

Virtual Library:
Teaching Reading

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Defining Literacy Upwards: Mental Velcro: Get the facts on E.D. Hirsch's Core Knowledge, an educational program that tells teachers what to teach, not how. Based on the controversial book Cultural Literacy, the program outlines a common body of facts and concepts that children should know at each grade level, onto which additional knowledge can be attached. Multiculturalists argue that this approach excludes representation of oppressed groups, but schools that have implemented Core Knowledge — including those in minority communities — have the test scores to support the program. The combination of Hirsch's curriculum with other course content selected locally provides educators with a core structure while still allowing them the flexibility to adapt to the needs of their communities.

The Reading Wars: This insightful article is a great primer for anyone who wants to dig deep into the current debate over reading instruction. Using California schools as a case study, the article traces the development of the whole-language versus phonics controversy, which has exploded into a national political issue. A close look at the careers of some key figures in the debate reveals more ambiguity than one might expect between the two sides. Lemann puts the current conflict into an enlightening historical, economic and philosophical context.

The Great Debate Revisited: Writing in 1994, when the whole-language approach to reading was firmly ensconced in schools across the nation, Art Levine examines both sides of the debate over reading instruction. Drawing extensively on classroom examples of the two philosophies in action, Levine concludes that combining phonics and whole-language is the best way to teach children to read. His careful analysis of the arguments for and against each approach is essential reading for anyone who wants to understand this complex and important issue.

Sensationalism, Politics, and Literacy: What's Going On?: Is the contoversy over reading instruction really so extreme, and is it truly in the interest of students? Rona Flippo reports on her ten-year study and concludes that there is substantial agreement among literacy experts, despite what politicians would have us believe. If you're short on time, skip ahead to "The Findings" section for a concise list of practices that do and don't promote reading development according to the experts. Summarizing her findings, Flippo argues against a phonics-only approach and, more importantly, against the political drive to dictate and limit pedagogical approaches.