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ERIC Number: EJ940932
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: ERIC
Reference Count: 37
ISSN: ISSN-1946-7109
Learning to Read in the Wake of Reform: Young Children's Experiences with Scientifically Based Reading Curriculum
Spencer, Tamara
Penn GSE Perspectives on Urban Education, v8 n2 p41-50 Spr 2011
In recent years, researchers have called into question the efficacy of prescribed commercial curricula in early childhood classrooms (Genishi & Dyson, 2009). Despite these concerns, federally funded initiatives and such findings as those presented in the Report of the National Early Literacy Panel continue to promote scientifically based reading curricula and exclude the voices of those most affected by these policies, yet least likely to influence the policy agenda--young children. Using the qualitative data gathered in a year-long ethnographic study, the author analyzes three first-grade children's literacy practices over the course of an academic year in a New York City public school that had been mandated to use a scientifically based reading curriculum for children identified as struggling readers from kindergarten through the third grade. During the course of that year, the city launched a "coherent, system-wide curriculum for teaching reading and raise student performance across the board" (Bloomberg, 2003). From the vantage point of one school that experienced this sweeping reform, Public School (P.S.) 999, the author explores how young children both made sense of and negotiated the mandated curriculum and developed an understanding of what it meant to be users of language and literacy within a politicized curricular context.
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York