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ERIC Number: ED436730
Record Type: Non-Journal
Publication Date: 2000
Pages: 138
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-325-00060-3
ISSN: N/A
Misreading Reading: The Bad Science That Hurts Children.
Coles, Gerald
This book examines the studies of leading researchers who have testified in various hearings and promoted policy and legislation on behalf of skills-emphasis learning, especially those financed by the National Institute of Child Health and Human Development (NICHD). The book not only identifies each claim, it also analyzes the research that backs up the claim. Chief among the claims are that: phonemic awareness is the chief causal influence in learning to read; skills-training programs facilitate learning to read and remediate reading problems; research has demonstrated the superiority of skills emphasis over whole language instruction; the effectiveness of a skills-emphasis reading program has been demonstrated in published research; and a brain "glitch" associated with phonemic awareness is responsible for the reading problems of many children. At the beginning of each of the 10 chapters in the book is a summary of the claims and the major criticism of the research discussed in the chapter--these summaries enable the reader to conceptualize and organize the arguments quickly and serve many possible uses, including "talking points," handouts, or overheads for presentation. Each chapter contains extensive notes. (NKA)
Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15). Tel: 603-431-7894; Web site: .
Publication Type: Books; Information Analyses; Opinion Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A