Unspeakable Acts Unnatural Practices

Smith dismantles the shoddy science undergirding direct, intensive, and early phonics training.

Frank Smith is internationally acclaimed as an essential contributor to research on the nature of reading and as an originator of the modern psycholinguistic approach to reading instruction. In his publications his aim has always been to support teachers, to encourage them to make teaching decisions based on knowledge and understanding, to analyze what their students are trying to do and why what the students are doing doesn’t always correspond with what they are expected to do. Now the major topics addressed in his work are available in one volume, Landmarks in Literacy, a thoughtfully crafted selection of 16 of his key writings. In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest works so the world can read them in a single manageable volume. Readers thus are able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself.

Donald Barthelme (1931–1989) is regarded as one of the most imitated and influential American fiction writers since the early 1960s. In Donald Barthelme: An Exhibition, Jerome Klinkowitz presents both an appreciation and a comprehensive examination of the life work of this pathbreaking contemporary writer. A blend of close reading, biography, and theory, this retrospective—informed by Klinkowitz’s expert command of postmodern American fiction—contributes significantly to a new understanding of Barthelme’s work. Klinkowitz argues that the central piece in the Barthelme canon, and the key to his artistic method, is his widely acknowledged masterpiece, The Dead Father. In turning to this pivotal work, as well as to Barthelme’s short stories and other novels, Klinkowitz explores the way in which Barthelme reinvented the tools of narration, characterization, and thematics at a time when fictive techniques were largely believed to be exhausted. Klinkowitz, who was one of the first scholars to study Barthelme’s work and became its definitive bibliographer, situates Barthelme’s life and work within a broad spectrum of influences and affinities. A consideration of developments in painting and sculpture, for example, as well as those of contemporaneous fiction, contribute to Klinkowitz’s analysis. This astute reading will provide great insight for readers, writers, and critics of contemporary American fiction seeking explanations and justifications of Barthelme’s critical importance in the literature of our times.

This e-book collection of articles from Educational Leadership provides a compelling look at what it means to truly open students to learning--heart, mind, body, and soul. The articles describe how to impart relevance, respect, and reward while also teaching traditional and not-so-traditional curriculum subjects. They span all grade levels and subjects and offer both inspiration and practical advice.

In the tradition of Why Johnny Can't Read written by Rudolph Flesch in the 1950s, Leaving Johnny Behind provides a comprehensive examination of the barriers that deny children adequate literacy training. This book describes the obstacles faced by a school principal from Milwaukee's central city when he attempted to implement research-based reading practices. Upon further examination, he discovered that the reading establishment generally rejects the product of legitimate science, choosing instead to engage in a never-ending interfusion of the latest innovations, modifications, and gimmicks. This condition, Anthony Pedriana observes, has a disparate impact on poor and minorities, those who suffer from dyslexia and other forms of reading disability, and those for whom English is a second language.

"Saving Our Schools exposes the ugly side of President George Bush's "No Child Left Behind" mandate, which has threatened to close more than 6,000 public schools, to the detriment of dedicated teachers and disadvantaged children alike. Revealing how NCLB forces schools with strictly limited resources to teach its children test-taking skills in a desperate bid to pass high-stakes standardized testing, and how the government blacklists successful professors, institutions, and methods that balk the NCLB party line, and much more, Saving Our Schools warns of an immediate threat to the integrity of public education and urges the reader to take action. An eye-opening social commentary, of keen importance in determining the nation's future. -Midwest Book Review