Four Educational Myths That Stymie Social Justice

Abstract

Four myths that underlie persistent, but ineffective, practices in early literacy education are analyzed in this article. Such analysis is essential because literacy disadvantage ultimately is an issue of equity—a matter of social justice. Research shows that these practices can be refuted and that optimal early literacy outcomes are possible for all students when parents, teachers, and school administrators serve as agents of equity.

Joan F. Beswick is a career educator who has worked in schools for more than 30 years as a teacher, consultant, and administrator. Her areas of expertise and research interest are readiness to learn at school, language and literacy development, and preventive early intervention.

Elizabeth A. Sloat conducts research on reading and writing acquisition and is interested in outcomes-based evaluation models to assess program effects longitudinally. She currently is working with schools to evaluate a monitoring system aimed at tracking literacy growth trajectories from kindergarten to second grade.

J. Douglas Willms is editor of Vulnerable Children: Findings from Canada's National Longitudinal Survey of Children and Youth. He has published nearly 200 research articles and monographs pertaining to youth literacy, children's health, school system accountability, and assessment of national reforms.