American Educator, Winter 2010-11, Vol. 34, No. 4, AFT

Advanced Texts
(Continued from page 11)
33. Nagy, Anderson, and Herman, “Learning Word Meanings.”
34. Meredyth Daneman and Ian Green, “Individual Differences in Comprehending and
Producing Words in Context,” Journal of Memory and Language 25, no. 1 (1986): 1–18;
Patricia A. Herman, Richard C. Anderson, P. David Pearson, and William E. Nagy, “Incidental
Acquisition of Word Meaning from Expositions with Varied Text Features,” Reading Research
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Comprehension,” American Psychologist 38, no. 8 (1983): 878–893.
35. Louise Morrison, “Talking about Words: A Study of French as a Second Language
Learners’ Lexical Inferencing Procedures,” Canadian Modern Language Review 53, no. 1
(1996): 41–75; and Hossein Nassaji, “The Relationship between Depth of Vocabulary
Knowledge and L2 Learners’ Lexical Inferencing Strategy Use and Success,” Canadian
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36. Manuel G. Calvo, Adelina Estevez, and Margaret G. Dowens, “Time Course of
Elaborative Inferences in Reading as a Function of Prior Vocabulary Knowledge,” Learning
and Instruction 13, no. 6 (2003): 611–631; and Nassaji, “Relationship.”
37. Andrew Biemiller and Catherine Boote, “An Effective Method for Building Meaning
Vocabulary in Primary Grades,” Journal of Educational Psychology 98, no. 1 (2006): 44–62;
Joseph R. Jenkins, Marcy L. Stein, and Katherine Wysocki, “Learning Vocabulary through
Reading,” American Educational Research Journal 21, no. 4 (1984): 767–787; and Claudia
Robbins and Linnea C. Ehri, “Reading Storybooks to Kindergartners Helps Them Learn New
Vocabulary Words,” Journal of Educational Psychology 86, no. 1 (1994): 54–64.
38. National Reading Panel, Teaching Children to Read: An Evidence-Based Assessment of
the Scientific Research Literature on Reading and Its Implications for Reading Instruction;
Reports of the Subgroups (Washington, DC: National Institute of Child Health and Human
Development, 2000).
39. Tenaha O’Reilly and Danielle S. McNamara, “The Impact of Science Knowledge, Reading
Skill, and Reading Strategy Knowledge on More Traditional ‘High-Stakes’ Measures of High
School Students’ Science Achievement,” American Educational Research Journal 44, no. 1
(2007): 161–196.
40. Filip Dochy, Mien Segers, and Michelle M. Buehl, “The Relation between Assessment
Practices and Outcomes of Studies: The Case of Research on Prior Knowledge,” Review of
Educational Research 69, no. 2 (1999): 145–186; and Amy M. Shapiro, “How Including Prior
Knowledge as a Subject Variable May Change Outcomes of Learning Research,” American
Educational Research Journal 41, no. 1 (2004): 159–189.
41. O’Reilly and McNamara, “The Impact of Science Knowledge.”
42. See Steven A. Sloman, “The Empirical Case for Two Systems of Reasoning,”
Psychological Bulletin 119, no. 1 (1996): 3–22; and Steven A. Sloman, Causal Models: How
People Think about the World and Its Alternatives (Oxford: Oxford University Press, 2005).
43. K. Anders Ericsson, Neil Charness, Robert R. Hoffman, and Paul J. Feltovich, eds., The
Cambridge Handbook of Expertise and Expert Performance (Cambridge: Cambridge
University Press, 2006).
44. E. D. Hirsch, Jr., The Knowledge Deficit: Closing the Shocking Education Gap for
American Children (Boston: Houghton Mifflin, 2006).
45. Marilyn Jager Adams, “The Promise of Automatic Speech Recognition for Fostering
Literacy Growth in Children and Adults,” in International Handbook of Literacy and
Technology, vol. 2, ed. Michael C. McKenna, Linda D. Labbo, Ronald D. Kieffer, and David
Reinking (Hillsdale, NJ: Lawrence Erlbaum Associates, 2006), 109–128; and Marilyn Jager
Adams, “The Limits of the Self-Teaching Hypothesis,” in Educating the Other America: Top
Experts Tackle Poverty, Literacy, and Achievement in Our Schools, ed. Susan B. Neuman
(Baltimore: Paul H. Brookes, 2008), 277–300.
46. Carroll, Davies, and Richman, The American Heritage Word Frequency Book.
47. Michael Stubbs, “Language Development, Lexical Competence and Nuclear Vocabulary,”
in Educational Linguistics, ed. Michael Stubbs (Oxford: Blackwell, 1986), 98–115.
48. Patrick J. Finn, “Word Frequency, Information Theory, and Cloze Performance: A Transfer
Feature Theory of Processing in Reading,” Reading Research Quarterly 13, no. 4
(1977-1978): 508–537.
49. Anne E. Cunningham, “Accounting for Children’s Orthographic Learning while Reading
Text: Do Children Self-Teach?” Journal of Experimental Child Psychology 95, no. 1 (2006):
56–77.
50. David L. Share and Carmit Shalev, “Self-Teaching in Normal and Disabled Readers,”
Reading and Writing: An Interdisciplinary Journal 17 (2004): 769–800.
51. O’Reilly and McNamara, “The Impact of Science Knowledge”; and Shapiro, “Including
Prior Knowledge.”
52. Daneman and Green, “Individual Differences”; Herman et al., “Incidental Acquisition of
Word Meaning”; Shefelbine, “Student Factors Related to Variability”; and Sternberg and
Powell, “Comprehending Verbal Comprehension.”
53. Biemiller and Boote, “An Effective Method for Building”; Jenkins, Stein, and Wysocki,
“Learning Vocabulary through Reading”; Charles A. Perfetti, Edward W. Wlotko, and Lesley
A. Hart, “Word Learning and Individual Differences in Word Learning Reflected in
Event-Related Potentials,” Journal of Experimental Psychology: Learning, Memory, and
Cognition 31, no. 6 (2005): 1281–1292; and Robbins and Ehri, “Reading Storybooks to
Kindergartners.”
54. Walter J. Ong, Orality and Literacy: The Technologizing of the Word, 2nd ed. (New York:
Routledge, 2002).
55. College Board, “2010 College-Bound Seniors Results Underscore Importance of
Academic Rigor,” press release, September 13, 2010, www.collegeboard.com/press/
releases/213182.html.
High-Performing Nations
(Continued from page 23)
will include the more than $200 billion we now lose in wages,
taxes, and social costs annually due to dropouts; the $50 billion
we pay for lost wages and for incarceration tied to illiteracy and
school failure; and the many tens of billions wasted each year on
reforms that fail, fads that don’t stick, unnecessary teacher turnover,
avoidable special education placements, remedial education,
grade retention, summer school, lost productivity, and jobs
that move overseas. 16
The path to our mutual well-being is built on educational
opportunity. Central to our collective future is the recognition that
our capacity to survive and thrive ultimately depends on ensuring
for all of our people what should be an unquestioned entitlement—an
inalienable right to learn. ☐
Endnotes
1. Clayborne Carson, ed., The Autobiography of Martin Luther King, Jr. (New York: Warner
Books, 1998), 352.
2. John Aubrey Douglass, The Waning of America’s Higher Education Advantage: International
Competitors Are No Longer Number Two and Have Big Plans in the Global Economy (Berkeley,
CA: Center for Studies in Higher Education, University of California at Berkeley, 2006); and
Organisation for Economic Co-operation and Development (OECD), Education at a Glance,
2007: OECD Indicators (Paris: OECD, 2007).
3. N. C. Aizenman, “U.S. to Grow Grayer, More Diverse: Minorities Will Be Majority by 2042,
Census Bureau Says,” Washington Post, August 14, 2008.
4. Linda Darling-Hammond, “Standards, Accountability, and School Reform,” Teachers College
Record 106, no. 6 (2004): 1047–1085.
5. Jeannie Oakes, “Investigating the Claims in Williams v. State of California: An Unconstitutional
Denial of Education’s Basic Tools?” Teachers College Record 106, no. 10 (2004): 1889–1906.
6. Organisation for Economic Co-operation and Development (OECD), PISA 2006: Science
Competencies for Tomorrow’s World (Paris: OECD, 2007).
7. Howard L. Fleischman, Paul J. Hopstock, Marisa P. Pelczar, and Brooke E. Shelley, Highlights
From PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and
Science Literacy in an International Context (Washington, DC: National Center for Education
Statistics, 2010).
8. Nam-Hwa Kang and Miyoung Hong, “Achieving Excellence in Teacher Workforce and Equity
in Learning Opportunities in South Korea,” Educational Researcher 37, no. 4 (2008): 203.
9. Kyung-chul Huh, Understanding Korean Education: Volume 1, School Curriculum in Korea
(Seoul: Korean Educational Development Institute, 2007), 46.
10. Pasi Sahlberg, “Education Policies for Raising Student Learning: The Finnish Approach,”
Journal of Education Policy 22, no. 2 (2007): 147–171.
11. Friedrich Buchberger and Irina Buchberger, “Problem Solving Capacity of a Teacher
Education System as Condition of Success? An Analysis of the ‘Finnish Case,’” www.
see-educoop.net/education_in/pdf/workshop/tesee/dokumenti/erasmus2003-oth-enl-t03.pdf.
12. “National Curriculum and Evaluation,” Korea Institute for Curriculum and Evaluation,
accessed November 16, 2006, www.kice.re.kr/kice/eng/info/info.2.jsp; and Max A. Eckstein and
Harold J. Noah, Secondary School Examinations: International Perspectives on Policies and
Practice (New Haven, CT: Yale University Press, 1993).
13. Karl L. Alexander and Edward L. McDill, “Selection and Allocation within Schools: Some
Causes and Consequences of Curriculum Placement,” American Sociological Review 41 (1976):
963–980; Adam Gamoran, “The Consequences of Track-Related Instructional Differences for
Student Achievement” (paper presented at the annual meeting of the American Educational
Research Association, Boston, April 1990); Adam Gamoran and Mark Berends, “The Effects of
Stratification in Secondary Schools: Synthesis of Survey and Ethnographic Research,” Review of
Educational Research 57, no. 4 (1987): 415–436; Adam Gamoran and Eileen C. Hannigan,
“Algebra for Everyone? Benefits of College-Preparatory Mathematics for Students with Diverse
Abilities in Early Secondary School,” Educational Evaluation and Policy Analysis 22, no. 3 (2000):
241–254; Adam Gamoran and Robert Mare, “Secondary School Tracking and Educational
Inequality: Compensation, Reinforcement, or Neutrality?” American Journal of Sociology 94, no.
5 (1989): 1146–1183; Jeannie Oakes, Keeping Track: How Schools Structure Inequality (New
Haven, CT: Yale University Press, 1985); and Jeannie Oakes, Multiplying Inequalities: The Effects
of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Santa
Monica, CA: RAND Corporation, 1990).
14. Pasi Sahlberg, “Educational Change in Finland,” in Second International Handbook of
Educational Change, ed. Andy Hargreaves, Ann Lieberman, Michael Fullan, and David Hopkins
(Dordrecht, Netherlands: Springer, 2009), 323–348.
15. Organisation for Economic Co-operation and Development (OECD), PISA 2009 Results:
Overcoming Social Background; Equity in Learning Opportunities and Outcomes, vol. 2 (Paris:
OECD, 2010), table II.5.1, p. 185.
16. Henry Levin, Clive Belfield, Peter Muennig, and Cecilia Rouse, The Costs and Benefits of an
Excellent Education for All of America’s Children (New York: Teachers College, Columbia
University, 2007); and Bruce Western, Vincent Schiraldi, and Jason Ziedenberg, Education and
Incarceration (Washington, DC: Justice Policy Institute, 2003).
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