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Beginning to Read and The Spin Doctors Science
NCTE, June, 1998. Fourth Printing.
The contention that phonemic awareness must be taught directly and that children need explicit systematic instruction in phonics is less of a scientific “fact” than an exercise in political persuasion. Beginning to Read and the Spin Doctors of Science is the story of the political campaign that is taking place to change the minds of Americans about how young children learn to read. “My purpose in writing Spin Doctors is to reconstruct the underlying assumptions of the political arguments that trouble and divide us, and to discover how the arguments are conceived and how they are shaped. I want to provide those who read this book with opportunities to raise fundamental questions about the character and purpose of “the reading wars.”
Many Families, Many Literacies: An International Declaration of Principles
At a time when family literacy policies and practices are confusingly fragmented and often deficit driven, Many Families, Many Literaciesprovides much-needed guidance on developing policies and practices that build on the strengths that families bring to any learning situation: their diverse languages, literacies, and complex problem-solving capabilities.
Many Families, Many Literacies reclaims family literacy from the family literacy movement and asserts that society constructs the conditions of poverty in which many minority families are forced to live. It represents the opinions of forty-nine leading education experts and family literacy practitioners, including Lucille Fandel, Ken Goodman, Yetta Goodman, David Barton, Audrey N. Grant, Klaudia Rivera, Judith Kalman, Letta Matsiepe Mashishi, and many others.
This edited collection is essential reading for any educator, researcher, or community-based practitioner concerned about the political implications of the family literacy movement.
Teaching and Advocacy
co-edited with Debbie Coughlin and Joanna Marasco, Stenhouse, February, 1997.
This book is particularly moving since the issues are seen through the eyes of practicing teachers who are struggling with student advocacy issues as they write their diaries, analyze their students’ writing, and try to figure out how far they can go in their own teaching situations. Any teacher who wants to connect literacy to action and writing to the passion with which it is generated, and who agonizes over how political she or he should be and still survive to tell the tale, should be moved by this book.
From The Child’s Point Of View
Heinemann, October, 1993. Fifth Printing.
Taylor’s collection of related essays demonstrates the tremendous potential for real learning and real understanding when teachers sit side by side with their students and view the world from their perspective.