- Still Learning from Kindergarten to Say “Yes” or “No” - October 4, 2019
- Toni Morrison: Spilling over the Corners of Text - August 6, 2019
- Marie Kando Your Classroom - July 24, 2019
- MCAS Whitehead Test Prompt-What Were They Thinking? - May 28, 2019
- If They Are Choosing the Family Car, They Are Going to Want Choice in the Classroom - February 27, 2019
- Teachers Pay Teachers-The Fast Food of Education - February 22, 2019
- Yes, Breaking Up (with a text) is Hard to Do - October 8, 2017
- Copying the Nation’s Founding Documents by Hand - September 24, 2017
- A Comic Book Helped to Inspire the Civil Rights Movement - August 7, 2017
- Eat Your Vocabulary– It’s Good for You! - February 8, 2017
Readicide is defined as, “the systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices often found in schools.” I fear I was a Readicide practitioner in my early years of teaching, but I am now trying to recover and adopt practices suggested in Kelly Gallagher’s book Readicide.
Gallagher points to a crisis in America’s schools that we experience in our classrooms at Wamogo. Our students do not read well; our test scores (recently released) are low. My English Department members hear all the time, “I hate to read” or “This book is too hard” or “I don’t have time.”
- Readicide advocates for student choice in reading.
Readicide (160 pages) was published by Stenhouse Publishers in 2009 and has been influential in many discussion on educational reform. Gallagher recognizes several factors have contributed to the reading crisis. One of these factors he discusses under the heading “There is a Dearth of Interesting Reading Materials in Our Schools.” In this section, Gallagher poses the following questions:|
-Shouldn’t schools be the places where students interact with interesting books?
-Shouldn’t the faculty have on-going, laser-like commitment to put good books in our students’ hands?
-Shouldn’t this be a front-burner issue at all times?
Gallagher advocates for interesting materials saying, “Let me be clear: if we have any chance at developing a reading habit in our students, they must be immersed in a K-12 ‘book flood’-a term coined by researcher Warwick Elley (1991). Students must have ready access to a wide range of reading materials. This goal should be the priority of every faculty….We must start all discussions about the state of reading on our campuses with a simple, direct question: do our students have ample access to high-interest reading materials?