Synopses & Reviews
A provocative analysis of a hotly disputed, often politicized topic.How children are taught to read and how well they learn are perennially difficult issues in the United States. In this hard-hitting study, Gerald Coles argues that the very terms of today's arguments about learning are flawed. He urges Americans to worry about the best ways to teach reading-not a single "best way"-and about how politics, economics, and power in our unequal society affect our children's ability to read.
"Enter Gerald Coles, educational psychiatrist and acclaimed author . . . a rare breed among educational writers and researchers. [He has written] a timely, superbly documented, assertive and informative critique of a controversy that has escalated into a passionate, highly politicized war." —Catherine Hill, Boston Book Review
"Gerald Coles makes clear that which so many pundits have spent so long making obscure. In reconnecting literacy to the rest of human social, political, and emotional experience, he makes the kind of real-life common sense that could actually engender dramatic educational change. An important work that trumps the bankrupt terms of most current literacy debate."—Louise Armstrong, author of And They Call It Help: The Psychiatric Policing of America's Children
"[Coles] once again puts truth and the real needs of children ahead of professional interests and controversies. In an indispensable book for anyone who cares about the development and education of children, he focuses on what really matters—the social and economic conditions under which our children live and learn" —Peter R. Breggin, M.D., author of Talking Back to Ritalin
About the Author
writes often on literacy, learning, and psychology. He is the author of The Learning Mystique
and has taught at the Robert Wood Johnson Medical School and the University of Rochester. He lives in Ithaca, New York.