Readicide: How Schools Are Killing Reading and What You Can Do About It

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Readicide: How Schools Are Killing Reading and What You Can Do About It

by Kelly Gallagher, Richard Allington (Foreword by)

4.29 of 5 stars 4.29 · rating details · 1,957 ratings · 503 reviews

Read-i-cide n: The systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools.

Reading is dying in our schools. Educators are familiar with many of the factors that have contributed to the decline—poverty, second-language issues, and the ever-expanding choices of electronic entertainment. In this provocative new book...more

Paperback, 160 pages

Published February 28th 2009 by Stenhouse Publishers

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Nov 05, 2011 Ryan rated it 4 of 5 stars

Kelly Gallagher's Readicide is a title that ensures we'll all duck and cover, which really made it difficult for me to accept the book at first. He explains how American education is failing to create lifelong readers. Put another way, America's public education is "killing" students' love of reading.

Gallagher explains that the "elephant in the room" when it comes to this part of the sky falling is standardized tests. The era of the standardized test in American public education really got going...more Kelly Gallagher's Readicide is a title that ensures we'll all duck and cover, which really made it difficult for me to accept the book at first. He explains how American education is failing to create lifelong readers. Put another way, America's public education is "killing" students' love of reading.

Gallagher explains that the "elephant in the room" when it comes to this part of the sky falling is standardized tests. The era of the standardized test in American public education really got going with the Bush administration's "No Child Left Behind," and it has been intensified under the Obama administration's "Race to the Top." The tests have been shown to narrow curriculum, to divert school funds in order to hire "how to pass the test consultants," and the tests divert significant time from instruction as well. Now, Americans seem to be getting ready to expand the tests so that every subject and every grade is given a high stakes test. What's the worst that can happen?

(Update: it seems that New York is planning to have students write 35 tests per year now, and some worry that American education still hasn't "hit bottom.")

Gallagher explains that English teachers are currently evaluated by tests, schools that fail to improve their test scores are shut down, so teachers, naturally and (officially, at least) correctly, teach to the test. Unfortunately, the tests do not seem to be accurately measuring reading ability, which is quite sad when you consider how many people are losing their jobs because of them -- not to mention the students whose love of reading has died as a result of these tests. Regardless of how effective the tests measure ability, it is uncommon for teach to the test instruction to inspire a love of reading.

So what does Gallagher propose?

Gallagher offers quite a few ideas, but here are some that might seem especially provocative. Gallagher takes a middle ground in the classics vs. high interest reading debate when he calls for a 50/50 approach. Basically, students are required to read "classics" as well as "high-interest" novels, putting him at odds with Harold Bloom and the "rigor" group, as well as Nancy Atwell and her followers. In terms of skill-based instruction, Gallagher likes to see students mark the text during a "second draft" reading, but he doesn't like to see annotation and other skills take priority over actually reading the book. Gallagher strongly cautions teachers against obsessively planning their instruction of novels as well, which will put him at odds with the principals and parents that like to see clear-cut, predictable, and very traditional chapter questions for their kids to answer. Gallagher calls on teachers to "frame" the subject and theme of the novel during the early stages of reading, but then advocates that teachers be mindful of allowing students to get to experience reading flow. He calls for students to be given access to high interest books and the time to read (free voluntary reading, or sustained silent reading). For people not in the industry, all of these ideas are somewhat controversial, and in a few cases quite a lot of money is riding on what policy makers decide to do.

Readicide is clearly argued, though I was not always convinced. It's not at all uncommon to see people mix correlation and causation when discussing education, and Gallagher is no exception. When he does this, he is very likely to rely on anecdotal evidence and "good ole common sense" arguments to support his stands. His entire premise, that high school graduates read less than they used to -- primarily because of educational practices as opposed to technological change -- felt a little shaky to me. Also, I found some of his analogies especially folksy, particularly the "sweet spot" of reading instruction.

On the other hand, many of his ideas are good. I particularly liked the "topic flood." I also sympathized with Gallagher's concerns. Like him, I am a fan of free voluntary reading, have seen it produce the "this is the first book I ever read. Can I have another?" statement, and was sad to read that it has been so hastily dismissed in order to spend more time preparing students for tests.

I would recommend Readicide to educators, parents, and policy makers, though I do strongly dislike its title. Having said that, I'm quite happy to adopt many of Gallagher's suggestions.(less)

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Manny Interesting review.

Gallagher explains that English teachers are currently evaluated by tests, schools that fail to improve their test scores are shut...more
updated Nov 06, 2011 01:57am

Ryan Manny wrote: "These days, all teachers are supposed to follow the textbook exactly and teach precisely the same course. In her opinion, it shouldn't m...more
Nov 06, 2011 04:16am

Sep 17, 2012 Riku Sayuj rated it 4 of 5 stars

The subtitle pretty much sums the book up. Some interesting remedies are suggested but nothing radical. The premise of the book is WYTIWYG - What You Test is What You Get - If you implement shallow tests and metrics to measure the young generation, they will evolve into that and beat you at the same game, in the worst ways imaginable.

Introduce deep reading and a love for learning instead of artificial measures; test for understanding, not for mere retention of facts - facts change and when they...more

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Jan 11, 2009 Donalyn rated it 5 of 5 stars

Shelves: adult-teaching-books

The latest book from consultant and high school teacher, Kelly Gallagher, explores how standardized-testing mania, whole class novel units, and other types of reading instruction destroy all love or interest in reading for kids.
For those of you who know me (or have talked to me for three minutes!), you can tell that Kelly was preaching to the choir here. The first part of the book was simply validation for what I already believe to be true with a heavy dose of research to back it up. The second...more

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Feb 04, 2011 Kristin rated it 4 of 5 stars · review of another edition

How is it that our public schools have degenerated into test preparation centers? Why is it that in preparing our students to demonstrate progress via standardized tests, we've actually inhibited their growth as independent, creative thinkers? Since when are books missing from English classrooms, and what can we do to rekindle students' love of reading? We find the answers in Kelly Gallagher's Readicide.

I think Readicide is a highly accessible book that offers not only good information about lit...more

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Mar 03, 2012 mstan rated it 4 of 5 stars · review of another edition Recommends it for: All language teachers

Shelves: teaching, non-fiction, src-spring-2012, kindle

I don't know if it would be a case of preaching to the choir for many of Gallagher's readers - I can't imagine anyone who is not passionate about promoting reading to their students reading this book.

This book is seriously short though - I was stunned when it ended at the 75% mark on my kindle - and I think it's rather repetitive in parts. However, what Gallagher recommends is very useful for any teacher looking to nurture lifelong readers. He recommends practical strategies to avoid over- and u...more I don't know if it would be a case of preaching to the choir for many of Gallagher's readers - I can't imagine anyone who is not passionate about promoting reading to their students reading this book.

This book is seriously short though - I was stunned when it ended at the 75% mark on my kindle - and I think it's rather repetitive in parts. However, what Gallagher recommends is very useful for any teacher looking to nurture lifelong readers. He recommends practical strategies to avoid over- and under-teaching books/reading, in particular, and I really like how he specifies the entire range of reading materials children should be exposed to, from challenging texts (that are a shade too difficult for them) to high-interest novels, from non-fiction texts (e.g. newspaper articles) to fiction texts. I firmly believe that students must have a lively curiosity about all written texts, and cultivate the ability to read anything, even if they may have a preference for a particular kind of writing or genre. Most importantly, Gallagher asks teachers to stop being so hung up on a) pushing books that they think are 'ought-to-reads' at the expense of high-interest novels; and b) being disappointed when children don't 'like' the books we give them, especially classics. (Really, why must they 'like' everything? I don't particularly like Animal Farm, truth be told, but I recognise its significance and why we should read it - and students should too.)

Gallagher also addresses 'readicide' at different stages of students' lives - particularly the age 10-14 stage - which is very much aligned to what is happening in Singapore as well. He says that Sustained Silent Reading will help increase test scores as well as give students time and space to explore their interest in reading (which is very important if they have no time, inclination or a suitable environment in which to do so at home). And we should bring libraries to students (bring books to class) rather than bring them to the library occasionally to wander aimlessly around the stacks. (Epiphany: no wonder those library trips didn't work...)

I urge language teachers to read this. The pages fly by, and if you've not read anything about reading in school before, this might change your own mindset about how much we should prioritise it.(less)

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Nov 08, 2009 Claudia rated it 5 of 5 stars Recommends it for: every educator

Recommended to Claudia by: Teacher Leader Network

Shelves: professional-reading, can-t-live-without-em

Just reread this, and I'm even more impressed. Every teacher, English or not, needs to read this, and every school needs to follow these ideas. Gallagher shows how to avoid over-teaching and under-teaching the classics...how to frame the study of a challenging text, and how to support students' efforts. His book list is one I'll share with my students, and his ideas will find their way into our "Literacy Site Goal!"

I got to read a pre-publication copy, and I ordered my own to mark up and put my...more

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Oct 02, 2010 Jeffrey Lawson rated it 3 of 5 stars · review of another edition

This book is definitely worth reading, but I also found its tone annoying at times. The general ideas of Readicide are somewhat accurate. We are damaging the love of reading in our younger generations. I also agree that high stakes testing and reading programs full of lower-order-thinking type questions, competitive goals/prizes, and excessive reading-level limitations are among the culprits for this damage. However, Gallagher views these as the dominant factors in the problem. These issues wou...more

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Jul 24, 2011 Ada rated it 5 of 5 stars

Shelves: 2011-books-read, non-fiction, reading-professional, education-professional

Although geared mostly at educators in the school, this was a really good look at the ways our educational system has become part of the problem in regards to the widespread decline in reading. Gallagher primarily blames the increased focus on testing since the passage of No Child Left Behind and argues that the teaching methods that have developed since that time are actually bringing about further decline and educational discrepancies. Important reading for anyone who works with kids and youth...more

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Apr 22, 2011 Leslie rated it 5 of 5 stars Recommends it for: ALL TEACHERS

Recommended to Leslie by: twitter

Shelves: education, favorite-books-of-all-time

Well, this certainly confirmed my instincts about the Year of Reading I imposed on my junior classes. Instead of using the 26 minutes per cycle I have been allotted for SAT review this year(!?!), I decided that my honors students and I would be reading, all year, for no grade, whatever we chose(1 out of 6 days). Kelly Gallagher wrote a book that delineated all my reasons, and surprise, surprise, my results have been exactly as he predicted. Their reading skills in assigned readings have improved...more

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Aug 08, 2012 Sarah rated it 5 of 5 stars

Shelves: professional-books

Amazing book! I wish everyone, those involved in education and those that are not, would read this book. Very insightful, easy to understand, and the author makes extremely compelling arguments that are well-backed by research. I am now determined to give my students more time in class to simply enjoy reading, as well as encourage them to read more at home. I completely agree with Kelly Gallagher in that we must not lose sight of what's of the most utter importance, which is to foster a love of...more

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Apr 15, 2013 Charity rated it 4 of 5 stars

As a college reading teacher at a selective university, I am baffled by how many entering students haven't read a book in several years. How did they become top in their class without reading a novel in the last four to five years? Easy - spark notes. Gallagher confirms this notion by explaining how current middle and high school teachers are inundated with standards that pull them away from the lengthier reading task of a novel. Gallagher asserts that teachers focus more on grammar, punctuation...more

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Apr 13, 2013 Steph rated it 5 of 5 stars

Holy cow, did I devour this book.

Points I loved:
-AR tests do not matter... Aghhhhh, this is awesome. I had a student pour herself into a book I recommended for a month and a half, and she only got a 70% on the Accelerated Reader test so it "did not count" towards our library program. What about seeing if she enjoyed the book, and if it is encouraging her to become a lifelong reader. I love the author's anger towards AR.
-Kids need a "book flood" (I love this term!) surrounding them in order to h...more

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Jul 27, 2012 Annie added it

Gallagher proposes that students are not reading enough and are not developing into lifelong readers because of the way reading has been taught in the public schools, mostly as a result of NCLB and the push toward high-stakes testing. Gallagher cites numerous studies that show either a decline in reading proficiency, or a flatline, despite programs initiated by schools to bring up reading scores. Gallagher's solution is to help students develop their own reading interests, and to teach reading i...more Gallagher proposes that students are not reading enough and are not developing into lifelong readers because of the way reading has been taught in the public schools, mostly as a result of NCLB and the push toward high-stakes testing. Gallagher cites numerous studies that show either a decline in reading proficiency, or a flatline, despite programs initiated by schools to bring up reading scores. Gallagher's solution is to help students develop their own reading interests, and to teach reading in a way that doesn't kill books for them. He proposes real-world strategies, like implementing SSR in the classroom, and requiring the students to read 50% academic books, and 50% recreational (things they choose to read for fun). When discussing academic reading, he addresses how to teach reading without over-teaching or under-teaching through what he terms "big chunk/little chunk" which asks students to read a larger chunk of text on their own & then analyze a teacher-selected smaller chunk in class. In addition, the teacher must model his/her own approaches to tackling a difficult text, and have students keep track of the reading strategies he/she employs so that they can then transfer those strategies to their own reading. Furthermore, Gallagher emphasizes the constant need for students to have a frame for their reading, for them to see the value in what they're reading, and for them to have a purpose for reading. As for the recreational reading, that needs to be as hands-off as possible. Gallagher only has his students complete a "One-Pager" response for one book a month. This recreational reading must allow students to get into a reading flow, and to self-select things to read that are of high-interest. If we don't allow students time to read and a wide variety of things to read in school, says Gallagher, they won't get it anywhere else. He concludes the book with the argument that the need for more students who read for fun is imperative to cultivating a culture of active and critically-thinking citizens. (less)

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Jul 19, 2012 Bobbie Greene rated it 5 of 5 stars

Few books have had such an influence on the kind of teacher I am/want to be and what I plan to do for my students. Sure, other books have inspired me to do this activity or follow that theory; but this is the first one I can remember that has completely altered how I will approach teaching from now on. Gallagher made me realize that so many of those techniques I've taken from my grad school classes in education and applied to my students are what are causing those young people to hate reading. "...more

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Jun 15, 2012 Eric rated it 4 of 5 stars

As much as I appreciate Gallagher’s ideals, I find myself leaning toward pessimism regarding the public education system. I feel as though the current state of public education is so pathetic that excellent teachers can only do so much. There are many teachers who are very reluctant to improve the quality of teaching, simply because of any of the following reasons:
-Many teachers do not really care about the learning of students. They are in it only for the money. They see teaching as nothing mor...more As much as I appreciate Gallagher’s ideals, I find myself leaning toward pessimism regarding the public education system. I feel as though the current state of public education is so pathetic that excellent teachers can only do so much. There are many teachers who are very reluctant to improve the quality of teaching, simply because of any of the following reasons:
-Many teachers do not really care about the learning of students. They are in it only for the money. They see teaching as nothing more than profession where they are content to do the bare minimum. After all, they get the same salary regardless of how well they teach.
-The bureaucracy, rules, policies, and systems traditionally in place are so rigid that many teachers feel compelled to stick with the status quo. Even if they have the passion in teaching and interest in improving the quality of education, they may lack enough courage or will to be the change they wish to see in public education.

I feel that a complete revolution or revamping of the public education system is the way to go, because when the system itself is seriously flawed, attempts to improve things within the system can only take you so far.

I also see the problem of readicide as being tied more deeply to issues like economic inequality across households. So I think that change from inside out, focusing on the parents & household rather than school curriculum would be more effective than doing it at the level of public education system through teachers.

I feel that, if parents are highly educated, if they have enough time, and if they have no choice but to send their children to low-quality public school, then it would be better for them to homeschool their children.

And I thought “Academic honesty: By signing below I am indicating that the information on this page is accurage,” on the bottom of the “One-Pager” was just ridiculous, because I see this as being based on a control-paradigm. A better approach would be one where students are seen as self-autonomous, intelligent individuals who are responsible for their own learning. For students to be like that, parents need to be held responsible, and again this is why I think focusing on the household would be more effective.

With regards to the writing style or organization of the book, I found Gallagher's writing too redundant, verbose and unnecessarily burdened & repetitive, stating the obvious and lacking conciseness and brevity, such that my patience as a reader had been tested several times. i.e. The book has too much fluff. Eg. “Hamlet isn’t the problem; the problem lies in how the work is taught (or how the work is not taught). Doing English is not the issue; how students do English is the issue. The question isn’t whether classics should be taught; the question is how do we get students reading classics to reach the sweet spot?”

Overall, I found this book an interesting read. I especially appreciated the opportunity to see things from a high school English teacher's point of view. This book also helped me realize just how bad most of my high school English teachers were, and in this regard, I feel somewhat resentful toward them (I wish they were as half as good as Mr. Gallagher).(less)

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Mar 13, 2012 Rae rated it 3 of 5 stars

Shelves: 2012, reading-writing-essays-poetry

Have you ever wondered why so many youth love to read in the first grade, only to pretty much hate reading by the time they graduate from high school? Kelly Gallagher blames the schools and calls it "readicide."

In his book Readicide, Kelly clearly targets the state curricula and their unrealistic number of standards, the idea of teaching to the test (demanded by Leave No Child Behind policies), the tendency of teachers to interrupt the reading of books with worksheets, discussions and quizzes (o...more Have you ever wondered why so many youth love to read in the first grade, only to pretty much hate reading by the time they graduate from high school? Kelly Gallagher blames the schools and calls it "readicide."

In his book Readicide, Kelly clearly targets the state curricula and their unrealistic number of standards, the idea of teaching to the test (demanded by Leave No Child Behind policies), the tendency of teachers to interrupt the reading of books with worksheets, discussions and quizzes (overteaching a classic), and the problem of leaving a student to figure out a hard book on their own (underteaching) with no or little context or background.

I always hated it when a teacher would only allow a certain number of chapters to be read in a book I was clearly enjoying. The instructor didn't want me to be ahead of the other students in the class. Sigh. And I remember being given Anna Karenina to read in my junior year of high school. I had no idea what I was in for, slogged through it, and ended up hating the whole experience (I really should reread it as an adult). Neither of these teaching methods helped make me a reader.

Fortunately, Gallagher has some useful suggestions for parents and educators to get involved and change things for the better. He advocates the 50/50 method in which a student always has something recreational to read that is not tested or graded. He is also all for sustained silent reading (but not AR reading, interestingly enough). He outlines some very practical ways to avoid both under- and over- teaching material.

Those (including parents and those who home school) who are interested in making a difference in the way literature is taught in our schools would benefit from this book. I am just glad to see that at least one educator is aware of the problem and is trying to change things!

Quote: The "flow" that I experienced in reading "Come Back", and the flow I want my students to experience in their reading lives, was first described by Mihaly Csikszentmihalyi (1990) in "Flow: The Psychology of Optimal Experience." Csikszentmihalyi describes the flow as 'the state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it.' (1990, 4). The flow is where we want all our students to be when they read, the place Nancie Atwell, in "The Reading Zone," describes as that place where young readers have to 'come up for air' (2007, 12). As a reader, you know what Atwell is talking about, but unfortunately, many of my students have no idea what it means to come up for air while reading...Many have never experienced the thrill of becoming utterly lost within a book. They have never experienced reading flow. (61)

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Feb 16, 2012 Natalie rated it 5 of 5 stars

Shelves: favorites, teaching, non-fiction

This book spoke straight to my heart. I am a reader - a staying up till 3am, books spilling out of the shelves, don't look at my Amazon bill, reader. To quote Thomas Jefferson "I cannot live without books." I am also a teacher. When I started teaching I remember telling people that my number one goal was to help my students learn to love reading as much as I do. I am in my fourth year of teaching and over the years I've noticed that many teachers become disillusioned and the new goal becomes "PA...more

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Feb 09, 2012 Shana Dempsey rated it 4 of 5 stars

This book by Kelly Gallagher really put some real problems into perspective. He breaks the book down into chapters that are easy to read and reflect on what he has to say. I feel that so many schools are just going step-by-step through their curriculum that they no longer value the books that are classics. The classics may be long and hard to understand, but it is how people appreciate reading. Gallagher explains in his book that there are different types of techniques, such as the one pager or...more

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Nov 10, 2011 Jeff rated it 4 of 5 stars

Readicide-
Test Prep.
1. A curriculum steeped in multi choice test prep drives shallow teaching and learning. (Edu. Psy.)
2. Rather than lift up strugglers raders, an emphasis on MC test prep ensures that struggling readers will continue to struggle. “Apartheid schools”
Education Trust
http://timss.bc.edu
TIMSS & PIRLS
Questions to ask yourself
1. What do we mean by our school values reading
2. Do higher test scores = long term reading
3. Why the higher the grade the less they like reading
4. Are we o...more

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Jun 06, 2011 Newengland rated it 5 of 5 stars

Shelves: finished-in-2011, teaching

A pithy, well-written indictment of American Education's love affair (driven by the business and political communities) with standardized testing. As Gallagher point out with lots of evidence, it's killing any love of reading kids might learn at a young age.

Also included: how teachers may be inadvertently (or in some cases, deliberately) playing the roles of accomplices to the crime. These include the Scylla and Charybdis of readicide: overteaching a book and underteaching it. In between? What G...more

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Mar 22, 2011 Mikey T rated it 4 of 5 stars

Readicide. This book was my first foray back into reading teaching based texts. I was a little apprehensive because I had been reading just about anything else, and a manual on teaching did not sound too thrilling. When approaching a text like this, I realized that I had no choice but to find a way to stir up some sort of interest because I had to read it for class. I figured I would give it a try and see what happens. I was surprised to see the Gallagher’s text as accessible as it was. Like his...more Readicide. This book was my first foray back into reading teaching based texts. I was a little apprehensive because I had been reading just about anything else, and a manual on teaching did not sound too thrilling. When approaching a text like this, I realized that I had no choice but to find a way to stir up some sort of interest because I had to read it for class. I figured I would give it a try and see what happens. I was surprised to see the Gallagher’s text as accessible as it was. Like his other book I’ve read, Deeper Reading, I was able to find interest quickly. I feel this is because of his style of writing.
I see what Gallagher says when he talks of a lack of deeper learning in regards to reading. Students need to be taught how to read deeper at younger ages because the effects of such show in adulthood. The healthy reader habits we establish at a younger age only benefit us, as we get older. For instance, if a read and response test were given to adult readers, and if adult readers cannot recognize theme after revisiting a text, one has to assume the problem began long before the test began. Many factors can contribute to this- income, race, gender, etc.
The approach a teacher has to take is tricky. This book talks of an emphasis on standardized testing. Because of this, many lessons are hurried along, and not everything can be fully grasped and interests cannot be fully met. Students will miss the big picture if certain things are left out because of the restrictions of Standardized testing. Gallagher places more emphasis on building reading foundations for the students.
The second half of the book provides many different ideas to stimulate deeper reading/learning. Gallagher provides examples like 50/50, Guided Tour/Budget Tour, and Topic Floods for future teachers to use in their classrooms. More importantly, he provides these examples in hopes of future teachers being able to make effective variations and eventually coming up with their own ways to further deeper learning.
I would recommend this book to future teachers. Hell, I’d even recommend it to current and former teachers. This book will provide a different way of thinking.
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May 20, 2010 Jenny rated it 4 of 5 stars

Shelves: teaching

Okay, so I wouldn't recommend that the average friend go out and purchase this book tomorrow. It might not hold your interest.... but as a teacher, it hooked me on about page two. I've typed up 5 pages of comments to share about it with a friend at work who is also reading it, but this is something I'm passionate about. No Child Left Behind and high stakes testing are ruining education for a lot of kids and I am truly scared for our future if we continue on the path we are heading on. Gallagher...more

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Mar 12, 2010 GNOWP added it

Reading is dying in our schools. Educators are familiar with many of the factors that have contributed to the decline—poverty, second-language issues, and the ever-expanding choices of electronic entertainment. In this provocative new book, Kelly Gallagher suggests, however, that it is time to recognize a new and significant contributor to the death of reading: our schools. In Readicide, Kelly argues that American schools are actively (though unwittingly) furthering the decline of reading. Speci...more

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Feb 14, 2010 Lars Guthrie rated it 5 of 5 stars

This was a perfect book to read in conjunction with Nancie Atwell’s 'The Reading Zone,' along with my current reading on reading, Louise Rosenblatt’s seminal 'Literature as Exploration.'

All three authors emphasize the need for students to read what they are interested in reading, and to be given the time to pursue those interests. Both Atwell and Gallagher believe kids deserve the freedom to be captured and captivated by books, without having to fill out volumes of worksheets or paste in reams o...more

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4th-8th After reading your review I will have to give this book a second try.
I can only guess how standardized tests must stifle teaching but a failure on a...more
Feb 24, 2010 09:59am

Lars Guthrie 4th-8th wrote: "I can only guess how standardized tests must stifle teaching but a failure on a standardized test was the main trigger for my son rece...more
Feb 25, 2010 10:14am

Steven Harbin Very informative review Lars! Thanks for the listing of other books that cover the same issue.
May 20, 2011 10:20am

Jan 24, 2010 Diane rated it 5 of 5 stars

Shelves: professional

The author explains how school curriculum and Language Arts teachers, in particular, are destroying the joy of reading in our children. The overemphasis on skills, worksheets, prescriptive reading programs, and standardized tests have 'taught' kids that reading is boring and tedious. He uses examples from his own LA classes in Los Angeles high schools to show how we do this and how we can turn things around.

This is an argument that has been going on for years. I can remember reading an article 2...more

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Nov 06, 2009 Eric Rasmussen rated it 3 of 5 stars

I have mixed feelings about this book. On one hand, it offered phenomenal ideas for teaching English, and a very persuasive reminder of the power of reading, which all English teachers occasionally need, especially as we get bogged down in the daily rigors of the classroom.

My problem lies with some pretty huge assumptions Gallagher has made. Basically, his goal is thoughful, intelligent human beings who value reading. He is obviously one of these, as is everyone who reads this book. So, much of...more I have mixed feelings about this book. On one hand, it offered phenomenal ideas for teaching English, and a very persuasive reminder of the power of reading, which all English teachers occasionally need, especially as we get bogged down in the daily rigors of the classroom.

My problem lies with some pretty huge assumptions Gallagher has made. Basically, his goal is thoughful, intelligent human beings who value reading. He is obviously one of these, as is everyone who reads this book. So, much of his philosophy is essentially, "Do what good readers do, and you will become a good reader." I think that's flawed logic. It's easy for English teachers to forget that non-English teachers may not share our interest in or aptitude for reading. At one point, he uses a swimming metaphor to discuss access to books - we would never expect kids to learn to swim without giving them access to a pool, so how can we expect kids to learn to read without giving them access to books and time to read? I agree, but there are still plenty of people that, with unlimited pool access, will not find a value or enjoyment of swimming. The same is true with reading. I felt Readicide failed to address how to cultivate that value other than surrounding a kid with books (and appropriate teaching of books) and hoping it happens. For some it does. For many it does not.

The other issue I had stems from the same English-centricity idea - I have a real problem when people argue for the necessity of the "classics." I completely and totally agree that students need practice with difficult reading, and for that reason I populate my classroom with plenty of canonical classics. However, his theory that every classic can be valuable to every student if only they are taught right is ridiculous. Again, that's easy for an English teacher say, as they have generally found that value. People have different tastes, values, and ideals, and defending books that kids can't connect with like Gallagher only widens the gap between English teachers and the creation of readers.

Of the people on this website, who loves reading because of a book assigned in school? Don't readers need to find the value of reading on their own, to have any ownership of it?

Again, there was a lot of great points in Readicide, but, obviously, a few things that really irked me as well. Definitely worth a read by any English teacher.(less)

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Apr 27, 2009 edh rated it 5 of 5 stars

Anyone who works with youth should read this immediately, and everyone who works with adult readers can read this to better understand how these readers may have developed.

Kelly Gallagher has written a powerful indictment of contemporary educational strategies aimed at turning kids into literate, critically-thinking adults. Instead of producing lifelong readers with deep comprehension skills, a combination of testing and overteaching has created adults who are soured on the very act of reading i...more Anyone who works with youth should read this immediately, and everyone who works with adult readers can read this to better understand how these readers may have developed.

Kelly Gallagher has written a powerful indictment of contemporary educational strategies aimed at turning kids into literate, critically-thinking adults. Instead of producing lifelong readers with deep comprehension skills, a combination of testing and overteaching has created adults who are soured on the very act of reading itself. Through a dearth of adequate reading opportunities, drill-and-kill testing, and failing to link fictional situations to contemporary examples from real life, Gallagher asserts that the American educational system is committing readicide.

We are reminded that ample access to reading materials is something that must happen IN school - because too many youth live in print-poor environments - and that the library should come to the students when necessary to reduce the effort needed to get a "good read." Reading widely for pleasure not only helps students reach their point of flow (Csikszentmihalyi) but also greatly boosts their depth of background experience, which proves more crucial in testing than you may think. Effective direct instruction is also just as crucial as sustained silent reading, especially when the number of literary concepts taught per book/piece are limited and reading strategies are explicitly taught to students who are then allowed time to practice them during class time.

The real gem of this slim volume is the list of 101 books that the author's own reluctant readers frequently choose. It features outstanding YA and adult titles that every school and public library should own in quantity. Also helpful are teaching tips and sample student "one pagers" in the appendix, making this a must-buy for every school library and English department. Gallagher's own students at Magnolia High in Anaheim (CA) are lucky indeed for having a teacher who is not only dedicated to helping students succeed in the classroom, but to walk out of that classroom equipped to succeed in life.
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May 11, 2011 Jeff Raymond rated it 5 of 5 stars

Shelves: read-education-parenting, read-nonfiction

I don't have a memory of not knowing how to read.

My first memory is of my being at the hospital when my brother was born, followed shortly by my third birthday party. At age 3 I was already in nursery school and started Montessori shortly after that. I was already reading those silly joke books, and I've continued being a voracious reader to this day.

So this book wasn't about me. I can't relate to the problem it presents one iota. That's why this book was so scary and frustrating and infuriating...more

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Mar 22, 2010 Kristin rated it 5 of 5 stars

Shelves: 2010, professional-reading

I came across this book in my search for a professional book that would help me to become a better reading teacher. This book, an examination of teaching practices, helped me to see the light in so many ways. Kelly Gallagher reaffirmed some of my teaching practices: SSR and teaching one novel to a whole class, while showing me the importance of a more guided approach with my students.

One point that struck me, with the advent of No Child Left Behind and the push to have students test well, is tha...more

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Sep 18, 2009 Jennifer rated it 5 of 5 stars

Shelves: teaching

This is the most important book I've read about teaching reading. More important that Atwell's In the Middle, which was my former touchstone. That's saying a lot.

I found this book inspiring. What I have to negotiate is the idea that it is impossible to fix all the problems that Gallagher exposes in how we teach literature. I'm inspired enough by his ideas and the research to think that I can make small steps in my own classroom to help the students I come into contact with better and happier rea...more

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“...Shouldn't schools be the place where students interact with interesting books? Shouldn't the faculty have an ongoing laser-like commitment to put good books in our students' hands? Shouldn't this be a front-burner issue at all times?” — 8 people liked it

“I am not simply teaching the reading; I am teaching the reader.” — 7 people liked it

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