Tensions Between the “Science” of Reading and a “Love of Learning”: One High-Poverty School's Struggle with NCLB

Gerstl‐Pepin, Cynthia; Woodside‐Jiron, Haley

doi:10.1080/10665680591002605

Cited by 18 publications

(13 citation statements)

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“…Interestingly, in 2008, the number of dropout factories dropped to 1,700 rather than the 2,000 reported in the film from the 2004 data (AP, 2014;Balfanz & Legters, 2004;Balfanz et al, 2014). Additionally, the work environment in a high poverty school can be difficult and lead to high teacher turnover (Gerstl-Pepin & Woodside-Jiron, 2005;Yeh, 2013).…”

Section: Downloaded By [Mcmaster University] At 23:42 28 March 2016mentioning

confidence: 99%

Popular Media Portrayals of Inequity and School Reform inThe WireandWaiting for “Superman”

Gerstl‐Pepin

2015

Peabody Journal of Education

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Section: Downloaded By [Mcmaster University] At 23:42 28 March 2016mentioning

confidence: 99%

Popular Media Portrayals of Inequity and School Reform inThe WireandWaiting for “Superman”

Gerstl‐Pepin

2015

Peabody Journal of Education

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“…Because of a history of poor reading performance on standardized reading tests, NCLB required the implementation of research-or scientifically-based reading programs (Bursuck et al, 2006;Manzo, 2008;Whitfield, 2005). NCLB highlights recent reading research that indicated improved outcomes for struggling readers can occur when students are provided scientifically based reading programs (Al Otaiba, Kosanovich-Grek, Torgesen, Hassler, & Wahl, 2005;Gerstl-Pepin & Woodside-Jiron, 2005) that specifically include the five key components of reading: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension (Kindig, 2006;Manzo, 2008). Phonemic awareness, the first component, is the ability to hear, identify, and manipulate individual sounds (phonemes) within words (Carnine, Silbert, Kame'enui, Tarver, Jungjohann, 2006;Cooper, 2000;Kindig, 2006;Richek, Caldwell, Jennings, & Learner, 1996).…”

Section: The Mandate Of Scientifically-based Reading Practicesmentioning

confidence: 99%

“…Kratochwill et al (2007) states that "a major issue in the implementation of RTI is the limited research base to support the various practices currently being recommended" (p. 619) and despite interventions, many students will continue to demonstrate reading deficits (Chard et al, 2008;Vaughn et al, 2009). For example, research indicates that there is not one program where research has proved conclusively that it works with every child (Gerstl-Pepin & Woodside-Jiron, 2005).…”

Section: Tiered Instruction and Intervention Models Instruction And mentioning

confidence: 99%

“…Furthermore, while a majority of students provided an RtI program demonstrate academic gains (Burns & Ysseldyke, 2005;Bursuck et al, 2006;Gerstl-Pepin & Woodside-Jiron, 2005), some students continue to struggle and "have a slim chance of meeting standards on state high-stakes tests" (Bursuck et al,p. 311).…”

Section: Tiered Instruction and Intervention Models Instruction And mentioning

confidence: 99%

“…While research is inconclusive on specific programs improving student achievement for every child, when properly developed and implemented RtI and scientifically-based reading programs have proven to be effective (Gibbons, n.d.). This has occurred despite many of the curriculum programs being highly prescriptive and rigid (Burns & Ysseldyke, 2005;Gerstl-Pepin & Woodside-Jiron, 2005). According to a study conducted by Shinn (2007), more than 90% of at-risk students responded to interventions imposed within the RtI tiers.…”

Section: Introductionmentioning

confidence: 99%

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Literacy knowledge among teachers: Considerations for implementation of the RtI initiative

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A literacy knowledge assessment survey was designed to assess in-service teachers' literacy knowledge and determine the effect of professional training in reading instruction, teaching credentials, and years of experience on their literacy knowledge. This quantitative study used descriptive statistics to examine the relationship between variables of teacher demographics (professional development participation, professional development content, courses taken at a college or university, teaching credentials, and years of experience), comparisons between teachers who teach elementary general education, secondary general education (English/language arts), special education, and those who are reading teachers/reading specialists/literacy coaches, and comparisons between novice and veteran teachers. This study was conducted in one school district in Pennsylvania. Univariate ANOVA analysis demonstrated statistically significant differences in the literacy knowledge of those who were trained in data analysis. Independent t-tests indicated a significant effect for Teaching Certification with those certified in special education receiving higher scores than those certified in English or middle level language arts. There was also a significant effect for Current Teaching Position with those who were a reading teacher/specialist or literacy coach receiving higher scores than those who taught English or middle level language arts. iii Dedication The author wishes to dedicate this work to the memory of her grandmother, Dorothy E. Conner, who passed on a love of learning and respect for education. I am grateful for all the support I have received while researching and writing this dissertation. Thanks especially go to the following individuals: My Family, especially my daughters, Julia and Ava, who have endured me throughout the process with unyielding support and love.

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Aligning the Science of Reading With Adaptive Teaching

Vaughn

Parsons

Massey

2020

Reading Research Quarterly

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The authors discuss the tension between the science of reading and adaptive teaching. The discussion focuses on the ways in which the science of reading emphasizes the teaching of reading as decontextualized and compartmentalized aspects of literacy acquisition that are distant from culturally sustaining and relevant pedagogies and restrict teachers in their efforts to teach reading. The authors demonstrate that adaptive teaching is a vital characteristic of effective reading teachers and recommend that scholars—those who study reading processes and reading acquisition (i.e., the science of reading) and those who study effective literacy instruction—work across paradigms to research the nuances of these processes, particularly in ways that study diverse student and teacher populations in various real‐world classroom contexts.

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Tensions Between the “Science” of Reading and a “Love of Learning”: One High-Poverty School's Struggle with NCLB

Cited by 18 publications

References 7 publications

Popular Media Portrayals of Inequity and School Reform inThe WireandWaiting for “Superman”

Popular Media Portrayals of Inequity and School Reform inThe WireandWaiting for “Superman”

Literacy knowledge among teachers: Considerations for implementation of the RtI initiative

Aligning the Science of Reading With Adaptive Teaching

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