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Why Kids Canít Read: Challenging the Status Quo in Education


reviewed by Anne Slonaker ó October 02, 2006

coverTitle: Why Kids Canít Read: Challenging the Status Quo in Education
Author(s): Phyllis Blaunstein and Reid Lyon (Eds)
Publisher: Rowman & Littlefield, Lanham
ISBN: 1578863821 , Pages: 288, Year: 2006
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As I reviewed Why Kids Can’t Read: Challenging the Status Quo in Education this summer, I came to understand how serious some stakeholders are about their roles in what many call the “reading wars” in elementary education. Politicians, parents, educators, and policymakers all seem to have an opinion about how children should be taught to read. Exemplified by the acceptance of the term “war” to describe competition in defining how children come to learn to read, frightening rhetoric is long-evidenced in elementary reading education. This continues in Why Kids Can’t Read, where book editors Phyllis Blaunstein and Reid Lyon perpetuate such rhetoric and capitalize on their chapter authors’ use of terms like “reading problems,” “conflicts,” and “struggling children” as an effective fear tactic to persuade parents that their children are suffering if they are not being taught to read through systematic instruction in phonemic awareness and to agitate for skills-based... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: October 02, 2006
http://www.tcrecord.org ID Number: 12753, Date Accessed: 12/11/2017 4:07:01 PM

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About the Author
  • Anne Slonaker
    Penn State Berks
    E-mail Author
    ANNE SLONAKER is an assistant professor of elementary literacy education at Penn State Berks. She is helping to build a new four year urban education elementary teacher education program. Her research interests are in critical autoethnographies and urban elemetary education.
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