ABSTRACT
Unexamined assumptions are present in cultural axioms like “sticks and stones may break my bones, but names can never hurt me,” stories, and many educational practices. This chapter focuses on identifying unexamined assumptions, challenging them, and replacing them with more reliable solutions. Analyzing illustrations critically, opening up spaces for conversations, identifying stereotypes, and challenging students to “read with” and “read against” a variety of texts are recommended strategies to use with books and advertisements. In terms of reading instruction, Myth #2 challenges the idea that children need to be taught about phonics in order to learn to read; Myth #3 challenges the claim that phonics instruction is based on science; and Myth #4 disputes the claim that beginning readers need explicit training in phonemic awareness to learn how to read. These myths result from governmental mandates based on pseudoscience that benefits those who manufacture commercial reading tests and materials. Teaching phonics in a meaningful context, encouraging the use of invented spelling, and focusing on student-generated texts are more productive strategies to use with beginning readers. Seventh-grade teacher Lisa Clouse describes how the drama strategy “Cops in the Head” helps students connect literature to social issues in their lives.
