Educational Values and Cognitive Instruction: Implications for Reform

By Lorna Idol; Beau Fly Jones | Go to book overview
Save to active project

9
How Policy and Regulation Influence Instruction for at-Risk Learners or Why Poor Readers Rarely Comprehend Well and Probably Never Will

Richard L. Allington
State University of New York at Albany

Children who fail to learn on schedule share a number of characteristics, even though they are served by a variety of programs that assume that distinct groups can be identified and that these groups have identifiable and distinct instructional needs ( Allington & Johnston, 1989; McGill- Franzen , 1987). Regardless of which categorical instructional support program these children are assigned to (e.g., Chapter 1, special education, migrant education, etc.) the instructional intervention rarely accomplishes a return of the learner to on-schedule reading acquisition. In addition, little evidence is available to suggest that participants in these instructional support programs ever develop into readers who demonstrate adequate abilities to extract meaning from text efficiently and effectively. Even less is available to suggest that the participants develop refined higher order thinking skills, strategies, and abilities.

This chapter offers an explanation for this rather dismal state of affairs, an explanation that is rooted in the instruction offered to lowachievement children, especially the reading instruction provided. This explanation assumes that children are more likely to learn that which they are taught than that which they are not. An attempt is also made to explain why low-achievement children are taught certain things (and not others) and why instructional intervention programs are most often designed in ways that are unlikely to facilitate either learning to read well or learning to think critically. This explanation is rooted in an analysis of the conventional wisdom that shaped the policies and regulations that constrain the instructional interventions that low-achievement children participate in.

In this chapter, then, I first review current instructional practices in

-273-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited page

Bookmark this page
Educational Values and Cognitive Instruction: Implications for Reform
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen
/ 470

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?