Social Studies Instruction and Reading Comprehension: Evidence from the Early Childhood Longitudinal Study

Adam Tyner, Ph.D. Sarah Kabourek; Foreword by: Amber M. Northern, Ph.D. Michael J. Petrilli:

Even as phonics battles rage in the realm of primary reading and with two-thirds of American fourth and eighth graders failing to read proficiently, another tussle has been with us for ages regarding how best to develop the vital elements of reading ability that go beyond decoding skills and phonemic awareness.

The dominant view is that the way to improve America’s abysmal elementary reading outcomes is for schools to spend more time on literacy instruction. Many schools provide a “literacy block” that can stretch to more than two hours per day, much of it allocated to efforts to develop reading skills such as “finding the main idea,” and “determining the author’s perspective.” But it doesn’t seem to be working.

Yet a small army of cognitive psychologists, analysts, and educators has long cast doubt on the view that reading is a discrete skill that can be mastered independently from acquiring knowledge. To these contrarians, a focus on academic content—not generalized reading skills and strategies—will equip students with the background knowledge they need to comprehend all sorts of texts and make them truly literate.

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration