Abstract
Karen Eppley's commentary (2011) on Dr. Stockard's article, "Increasing Reading Skills in Rural Areas: An Analysis of Three Rural School Districts" (Stockard, 2011), uses selected details as points of departure for a critique of Reading Mastery, a structured reading curriculum used at the elementary level. The arguments and conclusions proffered by Eppley have a critical problem, however. They are not merely unsupported by facts; they generate conclusions that are the opposite of what the facts show.
How to Cite:
Engelmann, S. (2011). Critique and erasure: Responding to Eppley's "reading mastery as pegagogy of erasure.” Journal of Research in Rural Education, 26(15), 1–4. https://doi.org/10.18113/P8JRRE2615
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Published on
2011-02-26
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