Resisting the Frenzy: Staying the Course of Common Sense in Literacy Teaching

It should always be ‘and what else can we do as well as what we do and know already’ rather than ‘what will we do instead of what we are doing now’.

Lesley University Center for Reading Recovery and Literacy Collaborative

3.20.15 Irene Fountas Photo

by Irene Fountas, Author, Professor, and Director of the Center for Reading Recovery and Literacy Collaborative at Lesley University

In the past several decades, there have been a variety of movements that have shifted literacy teaching in our schools. Often the newest trend has meant a total mind-shift of instructional practice for teachers. Certainly something important can be learned from the emphases of each movement, but each swing of the pendulum has also left out some important areas of literacy teaching and learning. One cannot simply make the assumption when there is a new movement in the midst that the worthy new areas of emphasis are not already implemented in schools that are implementing a high quality literacy approach.

When we have articulated our values and beliefs about meaningful, authentic literacy learning in our schools, we can examine the contributions of each new movement in the light of well-grounded principles…

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