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"Reading At Risk:" Cause for Alarm? by Peter Cowan - February 14, 2005Using the New Literacy Studies – current, research-based perspectives on literacy – this article provocatively undermines the key assumptions of Reading At Risk. It reveals how Reading At Risk visually and textually constructs this latest literacy crisis, how this literacy crisis is less about reading literature than about an assertion of cultural power, and how Reading At Risk argues that American youth must shed their own literacy practices and assimilate to elitist practices of literary reading. It exposes Reading At Risk as what is likely to be an opening salvo in a new push for an elitist educational reform agenda that will disserve America’s youth. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Reading at Risk, Culture at Risk
- Reading at Risk Commentary
- The “Decline” of Reading in America, Poverty and Access to Books, and the use of Comics in Encouraging Reading
- Making Literacy Connections: Comic Books and the Role of Youth Media
- Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World
- Why Kids Can’t Read: Challenging the Status Quo in Education
- Fluency as an Instructional Problem
- The Reading Glitch: How the Culture Wars Have Hijacked Reading Instruction — And What We Can Do About It
- Reading Across International Boundaries
- What Our 17-Year-Olds Know
- Children’s Language: Connecting Reading, Writing, and Talk
- The Non-Impact of Reading First—Where to Go From Here
- Myths of Independent Reading
- The Negative Consequences of Becoming a Good Reader: Identity Theory as a Lens for Understanding Struggling Readers, Teachers, and Reading Instruction
- In Praise of Slow Reading
- Why Literature?: The Value of Literary Reading and What It Means for Teaching
- Reclaiming Reading: Teachers, Students, and Researchers Regaining Spaces for Thinking and Action
- Teaching Challenging Texts: Fiction, Non-Fiction, and Multimedia
- Reading Attitude as a Mediator Between Contextual Factors and Reading Behavior
- (Over)Simplifying Complexity? Interrogating the Press for More Complex Text
- Cross-Country Generalizability of the Role of Metacognitive Knowledge in Students’ Strategy Use and Reading Competence
- Interventions for Reading Success, Second Edition
- Readers Writing: Strategy Lessons for Responding to Narrative and Informational Text
- Reading Upside Down: Identifying and Addressing Opportunity Gaps in Literacy Instruction
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- Peter Cowan
Indiana University
E-mail Author
PETER COWAN is an Assistant Professor in the Language Education Department at Indiana University. His recent publications include: "Putting it out there: Revealing Latino visual discourse in the Hispanic Academic Program for middle school students" and "Devils or angels: Literacy and discourse in lowrider culture."
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