FLAT has been the operative word to describe reading in the United States. FLAT achievement over the past several decades. Most initiatives aimed at improving reading and reading instruction have fallen FLAT. Even the message proclaimed by advocates of the science of reading may be becoming FLAT as policies try to move practice beyond the committed early adopters, innovators, and champions. In this week’s post I attempt a close read of the reading problem. Maybe it’s just hot air or perhaps I can pump new life into the discussion
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What Might Have Been
We are now a quarter of the way through the 21st century and about the same length of time into the current era of test-based school accountability. Like most Education Reform initiatives, with NCLB we jumped right in with testing and accountability – proudly flying the plane while we were building it. Except that we never actually get around to rebuilding it. Sure, we update the snacks, swap out seats, and add wi-fi, but the basic public education plane remains the same. What if we tried a different approach. What might have been?
Yearning to Understand “Years of Learning”
“Use your words, Charlie. Use your words.” That’s what they would say to me when I was young, and a situation became frustrating or overwhelming. It was very good advice. By the time I reached first grade I had learned that with some well-chosen and well-timed words you could make people laugh, even adults. InContinue reading “Yearning to Understand “Years of Learning””
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