NOTE: This article is scheuled for publication in the Albuquerque Journal for Oct. 10, 2006.
Dr. Rick Meyer, PhD Reading Professor, UNM
Dr. Kyle Shanton, Reading Professor, NMSU
Dr. Priscilla Gutierrez, Outreach Specialist
New Mexico School for the Deaf
Dr. Anne Calhoon, Reading Professor, UNM
The recently released Inspector General report regarding Reading First
programs (one of the central components of No Child Left Behind,
specifically directed at struggling readers) indicates favoritism,
mismanagement and widespread corruption are operating at the highest levels
of the Department of Education. Every person in this state who has a school
aged child, grandchild, niece, nephew, or pays taxes should be outraged.
Reading First was designed to provide money to states to teach reading to
students and insisted on a higher level of accountability from schools in
return. But instead of providing real support to states, the Reading First
program became a sham that reaped huge profits for favored publishing
companies and researchers, such as CTB McGraw Hill, and the University of
Oregon Center for Teaching and Learning. This last group is largely
responsible for the infamous DIBELS test (a five-minute test that demands
children say non words such as pag or ret, after which the children may be
categorized as 'at risk'). Students are expected to read nonsense words
within poorly researched phonics programs in order to get ready for the
DIBELS. Children are really learning that reading can be nonsensical.
Interestingly, the authors of DIBELS just happen to also sit on the "Expert
Review Panel" set up by the Department of Education to approve Reading First
grant applications. Little wonder that solid teaching resources or programs
that teachers had used previously were now relegated to the "dirtbag"
(Reading First director's word) category, in favor of programs that use
scripts, carnival clickers, and stop watches. The Expert Panel made sure
that accountability became nothing more than test scores that could be
manipulated for their own economic and personal advantage.
Our children deserve much more than a program that teaches them reading
means barking out words (or nonsense words) as fast as they can. Our
children aren't automatons coming down the assembly line beltway. Deep,
proficient learning and literacy take time. This requires dialogue between
teachers and students, something that is crucial for students learning
English. Scripted programs that treat teachers like clerks and children like
cogs in a spinning gear are the least desirable instructional option we
have, and yet that is what the present structure of No Child Left Behind and
Reading First forces upon our schools.
The National Reading Panel's recommendations formed most of the Reading
First section of No Child Left Behind. The Panel specifically cautioned
against using scripted programs, recognizing their extreme limitations; and
cautioned against placing too great an emphasis on phonics, stating phonics
must be only a part of a balanced program. The Panel further recognized the
critical role the teacher plays in guiding children towards proficient
literacy, especially those students from diverse backgrounds. Teachers know
their students best, and with ongoing professional development and the
appropriate tools, they can teach children to read.
The corrupt officials in Reading First hijacked the Panel's words and
transmuted them into an endorsement for programs such as SRA, Direct
Instruction, Open Court, and the DIBELS test. All are programs that
downplay the importance of the teacher, as well as the diversity of
children, and allow little dialogue or deep learning to take place. All are
programs that ignore the diversity of our state. Some schools entering their
second year of participation in New Mexico's Reading First had to waste
precious allocated money to purchase these programs.
New Mexico has one of the highest poverty levels in the entire United
States. Everyone here recognizes the critical difference a quality
education can make. Without question, our schools are one vehicle for change
for the children in this state. And yet billions of dollars have been
wasted on ineffective mandated programs that ignore the rich cultural
heritage that our students represent and leave them at the lowest levels of
thinking and learning, all courtesy of the U.S. Department of Education.
One of the Reading First slogans repeated over and over again was "No
Excuses." We couldn't agree more. No more excuses for the lack of
oversight with Reading First. No more excuses for wasting precious learning
time with nonsense programs. No more excuses for phony baloney
"scientifically-based" instruction or accountability. And no more excuses
for blindly accepting what we KNOW is counter to best instruction for our
students. Demand the best from state and federal legislators for our
children. Our children are worth the effort and deserve so much more than
what they are getting from the current corrupt Reading First program.