Why Our Children Can't Read and What We Can Do About It (Hardcover)

~ Diane Mcguinness (Author) "The Jamesons were a model middle-class family..." (more)
Key Phrases: multisyllable level, nonsense word decoding, diphone system, Read America, Reading Recovery, Reading Mastery (more...)

Editorial Reviews

Review

By insisting that her own method is the only way to teach reading, Ms. McGuinness may overstate her case.... The real news this book brings us is that no child has to fail at learning to read, that there are ways to help those who have trouble without consigning them to the dust heap of special-ed classes. For parents of children with reading problems this book is a clear guide to effective remedial programs. It would be a shame if its rather technical format were to discourage the audience it deserves to find. -- The Wall Street Journal, Rita Kramer

E.D. Hirsch, Jr. University Professor of Education and Humanity, University of Virginia; Author of Cultural Literacy: What Every American Should Know Why Our Children Can't Read is a superb achievement. A wide-ranging book that fuses history, linguistics, and psychology with the practicalities of teaching, its encouraging message is that every child can be taught if we teachers come to know exactly what we are doing. The book is spiced with well -researched critiques of 'whore language,' of uninformed methods of 'phonies,' and even of an eclectic 'balance' between phonics and whole language -- as well as devastating critiques of several other sacred cows. Some of these may moo back in protest, but this clearly written and authoritative work is the book to read for parents and teachers who wish everyone in our democracy to be able to read. -- Review

Review

E.D. Hirsch, Jr.author of Cultural LiteraryA superb achievement...This clearly written and authoritative work is the work to read for parents and teachers who wish everyone in our democracy to be able to read.

From the Foreword, by Steven Pinkerauthor of The Language Instinct and How the Mind WorksWhy Our Children Can't Read is one of the most important books of the decade. Read it for your own pleasure and enlightenment, and buy copies for the people in control of your children's education.

Rita KramerThe Wall Street JournalThe real news this book brings us is that no child has to fail at learning to read, that there are ways to help those who have trouble without consigning them to the dustheap of special ed classes. For parents of children with reading problems, this book is a clear guide to effective remedial programs. --This text refers to the Paperback edition.

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Product Details

• Hardcover: 400 pages
• Publisher: Free Press (September 8, 1997)
• Language: English
• ISBN-10: 0684831619
• ISBN-13: 978-0684831619
• Product Dimensions: 9.6 x 6.4 x 1.4 inches
• Shipping Weight: 1.6 pounds
• Average Customer Review: 4.1 out of 5 stars  See all reviews (31 customer reviews)
• Amazon.com Sales Rank: #767,994 in Books (See Bestsellers in Books)

Customer Reviews

Most Helpful Customer Reviews

16 of 16 people found the following review helpful:

5.0 out of 5 stars A Valuable Book for ESL and EFL Teachers , March 6, 2007

By	Warner Peter "EFL coach" (Nagoya, Japan) - See all my reviews (REAL NAME)

This review is from: Why Our Children Can't Read and What We Can Do About It: A Scientific Revolution in Reading (Paperback)

Kousuke had never been to my classroom before, so we were both a little nervous as he faced me across the table. As his mother watched from the couch behind him, he answered questions about an animal scene I had placed between us, and I began to get a sense of his ability with English. For a lower elementary grade student, his responses were remarkable- alert, expressive, and confident. I reached into his bag and pulled out one of the books he had brought to show me, opened it to a random page, and asked him to read it for me. Without hesitation, he read through two paragraphs of the Frog and Toad story, as his mother beamed from the couch. It was astounding, especially for a child who hadn't yet stepped foot outside of Japan.

But something bothered me. He was going through the story almost too fast, as if he was reciting a familiar tale, and he wasn't giving himself time to look closely at at the words printed on the page. It was obvious that he knew the story, but it wasn't clear if he knew what he was looking at.

Stepping to the large white board next to the table, I wrote the letters t-o-b, and asked him how he would read what I had written. Instantly, he announced `dot'. Okay, I responded, trying not to convey any disapproval or praise in my voice, and wrote d-o-s. `That's dog' he almost shouted, perhaps a little impatient with such simple words. After I wrote s-o-d, he suddenly hesitated, gazed curiously at those three letters, and then said simply; `I don't know'. I was stunned.

In ten more minutes, I was certain of five things: Kousuke was a motivated student with a strong interest in English. He could memorize whole words, sentences, and even stories. He could not read. Neither could he write. And that told me that his previous teacher hadn't read Diane McGuiness's book Why Our Children Can't Read.

When McGuinness examines the development of print going back 5,000 years, and contrasts the types of writing systems with their companion languages, some essential principles become clear: Written text is a code of the spoken language. The way a language is spoken determines the type of coding system that develops for that language. English, with its abundant vowel sounds, consonant clusters, and over 50,000 possible syllables, is written in an alphabetic code, simply because there is no other reasonable way to go about the task.

Throughout the book, McGuinness remains focused on understanding this alphabetic code, and simply follows the logical conclusions, like a scientist pursuing a trail of discoveries. Her writing style is consistently clear, logical, and humorous, deepened by the insightful perceptions of the child psychologist, researcher, classroom teacher, and parent that she is.

Her analysis takes us to a position that not only is easy to grasp, but stands apart from the battlegrounds of the the phonics-vrs-whole language reading wars of recent decades. If English text is an alphabetic code for English speech sounds, the method of instruction must follow the way the code was designed: beginning with the sounds of speech. Most phonics methods employ a text-to-sound approach, and many begin with breaking whole words into their component sounds. Logically, if print is a phonic code, instruction should begin with identifying those phonemes (there's only about 43) and then introducing the corresponding symbols.

She writes on page 72:
`If you teach a child that abstract squiggles on the page (letters) are 'real', and that these squiggles 'have' arbitrary noises (sounds), she won't understand what you're talking about. By contrast, if you tell her that letters on the page stand for specific sounds in her own speech, the process of matching letters to sounds will make sense.'

McGuinness concludes at one point: `if what you've got is a sound code, you've got to teach it as a sound code'. Children like Kousuke (a real boy, but not his real name) have been trained to perceive print first as a meaning code, just like kanji, so he guesses at the word identity based on context and image memory. Teaching a sound code as a meaning code is like trying to play E=MC2 on the piano- firstly it can't be done, and secondly attempting it results in code dissonance. Code conflict in software results in a systems crash. In a student's brain, it results in reading failure, which is often disguised as a vague medical condition called `dyslexia'. Perhaps the most controversial statement in the book is that there is no valid diagnosis or evidence for a specific brain disorder called `dyslexia'. There is, however, ample evidence that poor reading instruction results in poor readers, and Mcguinness dutifully examines and references it.

My new friend Kousuke needs what is called `remedial reading training'. He needs to change his perception of English print so that he looks first for the phonic information conveyed, and as he reconstructs the sounds revealed by the print, is able to identify the words in the text, then consider the context of the passage, to finally comprehend the meaning of the message. This is precisely the reverse of what he does now: he is attempting to grasp the meaning of the passage first, and uses only partial phonic information to verify his guesses. As a result, he constantly corrects himself as he stumbles across a line of unfamiliar text. If this poor reading habit is not firmly established, such a change of initial perception is possible, although not easy.

Understanding that the alphabetic code is built on a sound-to-text sequence has profound implications that reach all the way to teaching English as a foreign language (EFL). The way the English alphabetic code functions does not change depending on the nationality of the fingers holding the page. There are of course unique challenges because of the different sound structures of the languages, but the direction of the code instruction should remain the same: from sound to print. This sequence applied to EFL requires the additional step of first establishing the ability to discriminate and produce the English speech sounds, which teachers in English speaking countries are fortunate that their first graders generally arrive with. Although the vocabulary for an EFL class curriculum would be more carefully selected, the general approach of reading instruction for either Tommy or Taro would remain the same.

As our Japanese students develop an understanding of spoken English, and the ability to produce and identify the unique English sounds, they can be introduced to the code, and can then discover its reliability and reversibility in actual practice, just like their peers overseas. Reading is a process of blending encoded sounds together to produce a familiar spoken word. Writing is a process of mentally segmenting a spoken word into its individual phonic components, and then encoding those phonemes with the corresponding text symbols. When these skills are taught in a systematic, structured way, children actively discover how to read and write, accurately and independently. It's a thrilling process that can empower the student for life, and transform the classroom experience.

When this book was first published in 1997, there wasn't even a name for such an approach. McGuinness simply called it `the prototype' of ideal instruction. When she later wrote the more technical volume Early Reading Instruction (MIT Press) in 2004, she had a name: Linguistic Phonics, which is very similar to the method promoted as Synthetic Phonics in the UK. McGuinness has been a tireless researcher and prolific author, and has added over six volumes to the theoretical and practical understanding of how to teach literacy. Why Our Children Can't Read (now also available in paperback) remains in my mind as the best single resource to understand how to teach children to read and write.

This is not a teacher's manual- but for a creative teacher, it gives all the background and guidance necessary to develop a classroom literacy curriculum. The structure is actually quite simple, in fact, and she explains it clearly. There are about 43 English sounds to isolate and identify. An initial `Basic Code' of about 100 graphemes (letter or letter groups) for those sounds is introduced and learned. On that secure framework, further code symbols can be continuously attached, building a structure that gradually encompasses most of written English. (The Complete Code includes the Greek and Latin layers, and only requires an additional 136 encoding variations, which would probably not enter into children's EFL.) Writing based on phoneme and grapheme understanding (not copying words, but saying and encoding them) verifies the student's understanding as they advance through the stages. A sound-driven approach hangs the entire process on just those 43 sounds, keeping the instruction manageable and clear.

A teaching curriculum following the McGuinness prototype balances and coordinates the development in reading and writing. As Tommy is learning to read the digraphs /sh/ /ch/ and /th/, he would also be writing words like branch, shell, and math. Applied to EFL teaching, it becomes obvious that each skill (hearing and speaking, reading and writing) reinforces the others, and furthermore that coordinating and balancing them in classroom activities allows children of different interests and talents to keep interest in their English studies.

In a linguistic phonics curriculum, writing is done from inner sound awareness. Almost immediately, students can write words and sentences of selected vocabulary simply by utilizing their grasp of the code. This eliminates copying from the board or textbooks, and also eliminates spelling lessons. Most importantly,... Read more ›

11 of 12 people found the following review helpful:

4.0 out of 5 stars Home Educator Finds It A Great Resource, March 22, 2002

By A Customer

I am a home educator. I have looked for years for a spelling program which would teach phonics in an overall logical way. I discovered this book, read it three times (it is in the library), and bought the program [money]. It is well worth it!

Even though I have a couple of problems with it such as the lesson numbering system and completeness, I am thrilled with the result. My 7th grader finished it around Christmas. She spent 1 1/2 years on it. She can spell VERY well now--not before. My son began in 3rd grade and now is finishing 4th. His spelling has done a complete turn around.

Just to let you know, both of my children read well beyond their years, even before this program. I used "Teach Me To Read in 100 Easy Lessons" and then "Alphaphonics." They still couldn't spell.

We went through many, many programs which I gave up on because they didn't work. This one teaches rules which apply to ALL words not just memorizing a few disjointed lists. Her theories are right on target. I wish that I had been taught this way. I was a terrible speller most of my life. Now I am not too bad at all. My children won't ever be horrible spellers, thanks to her methods.

I believe that everyone should use this method. Once it is taught, I can assure you that the other programs will be unnecessary. I got out my McGuffey's Speller. My daughter had very little problems with any of the words.

I would like to say thanks to Diane. And, I have already sold 2 others on this program. I wish she would speak at some Home Educator conferences, though. I am only one.

Thanks again!

14 of 16 people found the following review helpful:

5.0 out of 5 stars The most important book on education of the past 20 years., October 1, 1998

By	S. Abbi Deeran ([e-mail]) (just north of Boston, Massachusetts) - See all my reviews

As a teacher with advanced degrees in reading and learning disabilities, I have never read a more concise, persuasive (and useful) book. Ms. McGuinness's research results certainly changed my professional direction. I bought Reading Reflex as well, became a certified Phono-Graphix instructor/trainer, and have built a successful reading therapy practice. EVERY client has succeeded using this approach (average: 24 session-hours). The sad part is the non-believers and the naysayers, those teachers and administrators who refuse to acknowledge the power of the evidence, refuse to read about this paradigm shift in instruction, and refuse to discuss the new possibilities for struggling readers of any age. Some even attempt to deny the obvious results! All I can say is I consult my copy of this book so often that it's falling apart--and I've just ordered a second copy from Amazon!