Andrew P. Johnson, PhD, is Professor of Literacy Instruction and Distinguished Faculty Scholar at Minnesota State University, Mankato. A former elementary classroom teacher for 9 years, he is the author of numerous books and over 50 book chapters and academic articles related to literacy, learning, and the human condition. Dr. Johnson is a managing editor of the Journal of Equity and Social Justice in Higher Education, the host of the podcast The Reading Instruction Show, and a founding member of the International Literacy Educators Coalition. His website is www.teaching-reading.com.

“The problem with making reading, instruction, or related policies simple is that it requires cutting corners on details that matter for children and their teachers. What Johnson does instead is make things plain--plain enough for anyone to understand and for everyone to identify some common ground.â€--Rachael E. Gabriel, PhD, Department of Curriculum and Instruction, Neag School of Education, University of Connecticut“Johnson brings his strong, knowledgeable voice to counter the sensationalism of the so-called reading wars. Clear examples illustrate how teachers can become critical consumers of research and use their creativity and intelligence to align instruction with their students' interests and natural inclinations. A 'must-have' book on navigating the complexity of teaching through continuing study and reflection.â€--Adelfio J. Garcia, EdD, independent language and literacy consultant“A well-reasoned challenge to the SOR movement, particularly SOR’s narrow focus and misleading rhetoric. The book is easy to read and approachable for nonspecialists in literacy, while grounded in relevant research and theory. Readers may disagree with Johnson's conclusions, but he offers a responsible contribution to current debates in literacy education. The emphasis is on substantive critique rather than mockery.â€--Seth A. Parsons, PhD, College of Education and Human Development, George Mason University“Using vivid examples, jargon-free language, and an undercurrent of gentle humor, this book lays bare some of the limitations of what gets called SOR. Johnson carefully disentangles some of the common myths about reading that are heavily shaping reading education policy and practice. Particularly cogent is the overview of how to read research, which contains useful tips on what to look for to evaluate research design and quality. The book also makes accessible key ideas like direct instruction and the three-cueing system--explaining both what they are and what they aren’t. Teacher educators and students will find this book a helpful and approachable guide to important debates that currently shape literacy instruction.â€--Maren Aukerman, PhD, Werklund Research Professor, Werklund School of Education, University of Calgary, Alberta, Canada-

• PrefaceI. Understanding the Problem1. What Is the Science of Reading?2. Context Matters3. A Crisis in Reading That Isn’tII. Understanding Research4. Understanding Science, Research, and Research Methods5. Understanding Theories6. Understanding Evidence-Based Instruction and Whole Language7. Understanding Paradigms8. Becoming a Responsible Consumer of Educational ResearchIII. Understanding the Reading Process9. Word Activation and Semantic Connections10. Cognitive Science, Reading, and Orthographic Mapping11. Three Cueing Systems and the Three-Cueing System12. Research to Support the Three-Cueing System13. Applying the Research14. Children of the CodeIV. Understanding Reading Instruction15. Using Direct and Explicit Instruction to Teach Skills in Reading16. The Glorious Music of Balanced Literacy Instruction17. What Dance Can Teach Us about Reading Instruction18. Phonemic Awareness, Time, Magic, and the ChallengeV. Understanding Assessment--and the Greater Context19. Criterion-Referenced Tests, Norm-Referenced Tests, Academic Performance Standards—and Miracles20. Teaching and Teachers21. Epilogue: Education Sciences Reform Act of 2002AppendixReferencesIndex

Andrew P. Johnson, PhD, is Professor of Literacy Instruction and Distinguished Faculty Scholar at Minnesota State University, Mankato. A former elementary classroom teacher for 9 years, he is the author of numerous books and over 50 book chapters and academic articles related to literacy, learning, and the human condition. Dr. Johnson is a managing editor of the Journal of Equity and Social Justice in Higher Education, the host of the podcast The Reading Instruction Show, and a founding member of the International Literacy Educators Coalition. His website is www.teaching-reading.com.

“The problem with making reading, instruction, or related policies simple is that it requires cutting corners on details that matter for children and their teachers. What Johnson does instead is make things plain--plain enough for anyone to understand and for everyone to identify some common ground.â€--Rachael E. Gabriel, PhD, Department of Curriculum and Instruction, Neag School of Education, University of Connecticut“Johnson brings his strong, knowledgeable voice to counter the sensationalism of the so-called reading wars. Clear examples illustrate how teachers can become critical consumers of research and use their creativity and intelligence to align instruction with their students' interests and natural inclinations. A 'must-have' book on navigating the complexity of teaching through continuing study and reflection.â€--Adelfio J. Garcia, EdD, independent language and literacy consultant“A well-reasoned challenge to the SOR movement, particularly SOR’s narrow focus and misleading rhetoric. The book is easy to read and approachable for nonspecialists in literacy, while grounded in relevant research and theory. Readers may disagree with Johnson's conclusions, but he offers a responsible contribution to current debates in literacy education. The emphasis is on substantive critique rather than mockery.â€--Seth A. Parsons, PhD, College of Education and Human Development, George Mason University“Using vivid examples, jargon-free language, and an undercurrent of gentle humor, this book lays bare some of the limitations of what gets called SOR. Johnson carefully disentangles some of the common myths about reading that are heavily shaping reading education policy and practice. Particularly cogent is the overview of how to read research, which contains useful tips on what to look for to evaluate research design and quality. The book also makes accessible key ideas like direct instruction and the three-cueing system--explaining both what they are and what they aren’t. Teacher educators and students will find this book a helpful and approachable guide to important debates that currently shape literacy instruction.â€--Maren Aukerman, PhD, Werklund Research Professor, Werklund School of Education, University of Calgary, Alberta, Canada-

• PrefaceI. Understanding the Problem1. What Is the Science of Reading?2. Context Matters3. A Crisis in Reading That Isn’tII. Understanding Research4. Understanding Science, Research, and Research Methods5. Understanding Theories6. Understanding Evidence-Based Instruction and Whole Language7. Understanding Paradigms8. Becoming a Responsible Consumer of Educational ResearchIII. Understanding the Reading Process9. Word Activation and Semantic Connections10. Cognitive Science, Reading, and Orthographic Mapping11. Three Cueing Systems and the Three-Cueing System12. Research to Support the Three-Cueing System13. Applying the Research14. Children of the CodeIV. Understanding Reading Instruction15. Using Direct and Explicit Instruction to Teach Skills in Reading16. The Glorious Music of Balanced Literacy Instruction17. What Dance Can Teach Us about Reading Instruction18. Phonemic Awareness, Time, Magic, and the ChallengeV. Understanding Assessment--and the Greater Context19. Criterion-Referenced Tests, Norm-Referenced Tests, Academic Performance Standards—and Miracles20. Teaching and Teachers21. Epilogue: Education Sciences Reform Act of 2002AppendixReferencesIndex