The hidden curriculum of reading intervention. A critical content analysis of Fountas & Pinnell's leveled literacy intervention.

Autor/inn/en	Thomas, Deani; Dyches, Jeanne
Titel	The hidden curriculum of reading intervention. A critical content analysis of Fountas & Pinnell's leveled literacy intervention.
Quelle	In: Journal of curriculum studies, 51 (2019) 5, S. 601-618Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2019.1616116
Schlagwörter	Heimlicher Lehrplan; Lesen; Soziale Gerechtigkeit; Intervention
Abstract	In an age of increased accountability and high-stakes testing, educators continuously seek to locate quality reading intervention curricula intended to improve students' reading performances. Yet, the basics-first emphasis commonly associated with reading intervention curricula may result in districts assigning reading intervention that helps students develop foundational literacy skills through interacting with materials that perpetuate oppressive ideologies. Relying on critical curriculum and critical race theories as an analytic lens, this critical content analysis examines the ways in which twenty books and accompanying lesson scripts in Level U of the Fountas and Pinnell Leveled Literacy intervention (F&P LLI), a widely used intervention curriculum, present racialized representations to students. Iterative layers of inductive coding reveal that 70% of fiction and 20% of nonfiction F&P LLI books present people of Colour as inferior, deviant, and helpless, while 30% of fiction and 100% of nonfiction F&P LLI books present Whites as heroic, determined, innovative, and successful. Implications for inservice teachers, including the importance of recognizing the hidden curriculum of reading intervention selections, are discussed.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2020/1