| Description |
xiii, 169 pages : illustrations ; 22 cm |
| Bibliography |
Includes bibliographical references (pages 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 |
Drawing on arresting classroom scenes, the history of ideas, and current understanding of the patterns of intellectual growth, Hirsch builds the powerful case that, while our schools excel at teaching the mechanics of reading, they fail virtually all American children--poor and middle class, in public and private schools--because they do not convey the broad knowledge needed for true reading comprehension. Hirsch reasons that literacy depends less on the formalistic reading "skills" taught in virtually every school across America and more on exposure to content-rich, appealing books. |
| Subject |
Reading.
|
|
Reading -- United States.
|
|
Literacy -- United States.
|
|
Education -- United States -- Philosophy.
|
| ISBN |
0618657312 |
| Standard No. |
9780618657315 |
|
