Redefining Reading Achievement Creates Reading Problems in Children!
A critic who charges that children aren’t reading well and teachers need to learn about the Science of Reading, also says children must read sooner than they did in the past. This new ideological construct promotes standards that many children will not be capable of achieving. It also sets children and their teachers up to fail.
The idea that children need to be reading sooner is not new. Common Core State Standards are about this new reading reality.
The Fordham Institute is no friend to teachers or public education. Their recent report “Why is it so Hard to Improve Reading Achievement?” by Timothy Shanahan is not kid friendly either and raises concerns.
Shanahan, is a literacy specialist and a leading critic of how reading is taught. He introduces us to an imaginary teacher who is succeeding at teaching her students to CONTINUE READING: Redefining Reading Achievement Creates Reading Problems in Children!
