Reading Malpractice

After three years of intensive research, I have found that the empirical evidence that undergirds reading pedagogy is so consistently powerful that those who reject it are akin to geo-centrics and flat-earthers.

Tragically, anti-science factions have denied countless children reading instruction with the clearest and most unassailable link to actual reading ability, methods that require direct and systematic attention to precursor skills such as phonemic awareness and phonics.

Holistic practitioners continue to take exception to that but in so doing fail to see the symbiosis that exists between the two constructs. Failing to take advantage of that middle ground on behalf of children who need us the most is unconscionable. In fact, attorneys have a word for it; they call it malpractice.

Reading: the Last Civil Right

In her article, "Reading: the Last Civil Right," Sally Grimes, of the Grimes Reading Institute states:

"We have unintentionally withheld from approximately one third of our children (up to over 60% in impoverished areas) that key to the future and the key to the feeling of self worth: the ability to read. The sad truth is that many people in responsible positions do not realize this."

The article is only a few pages long but speaks volumes about our failure to use methods whose effectiveness have withstood the introspective lens of investigative science. View it at
http://alturl.com/56nf

Let's Talk About Reading

Hello,

This blog is my attempt to generate a discussion regarding the manner in which we teach children to read. As a teacher and school administrator, I saw too many of our kids fall through the cracks. I therefore decided to conduct my own investigation into the research that surrounded early literacy training and to report my findings. The product of that effort is a book called Leaving Johnny Behind: Overcoming Barriers to Literacy and Reclaiming At-Risk Readers.

I will use this blog to communicate some of the various discoveries I made while analyzing the data and get your reactions to them. I feel there are several things we can do to build more and better readers and in so doing reduce the ever-increasing achievement gaps among poor and minority populations. I am hoping that we can have a stimulating dialogue as a means of pushing our agenda on behalf of all kids.

Tony Pedriana