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ERIC Number: EJ906326
Record Type: Journal
Publication Date: 2010-Nov
Pages: 10
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-0360-9170
Accelerating Reading Inequities in the Early Years
Souto-Manning, Mariana
Language Arts, v88 n2 p104-113 Nov 2010
Souto-Manning shares her journey as a second-grade teacher-researcher, offering insights into the relationship between a reading program that is (over)determined by scores, multiple-choice questions, and book levels, and the ways children, parents, and teachers worked together to maintain their commitment to a more equitable community of learners. She explains how participants found wiggle room within the constraints of Accelerated Reader, a program that commodified and (over)simplified early literacy, and how they negotiated ways to foster meaningful early literacy practices while challenging social, cultural, racial, and political discourses that often separate children as friends and readers. (Contains 1 footnote.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A