| Description |
xiii, 169 p. ; 22 cm. |
| Bibliography |
Includes bibliographical references (p. 139-158) and index. |
| Contents |
Why do we have a knowledge deficit? -- Sounding out : just the beginning of reading -- Knowledge of language -- Knowledge of things -- Using school time productively -- Using tests productively -- Achieving commonality and fairness. |
| Summary |
Hirsch shows why American students perform less well than students in other industrialized countries. Drawing on classroom observation, the history of ideas, and current scientific understanding of the patterns of intellectual growth, he builds the case that our schools have indeed made progress in teaching the mechanics of reading, but do not convey the more complex and essential content needed for reading comprehension. Hirsch reasons that literacy depends less on formal reading 'skills' and more on exposure to rich knowledge. His argument gives parents specific tools for enhancing their child's ability to read with comprehension; shows how No-Child-Left-Behind tests and SATs are measuring a kind of knowledge that is not being taught in our schools; and maps out how American schools can become a strong antidote to poverty and to the race-based achievement gap, and thus fulfill our democratic ideal for our children.--From publisher description. |
| Subject |
Reading.
|
|
Literacy -- United States.
|
|
Education -- United States -- Philosophy.
|
| ISBN |
0618657312 |
|
9780618657315 |
| Standard No. |
IG# 0618657312 |
|
YDXCP 2381728 |
|
NZ1 10246755 |
|
