摘要：This year I have been working in three high schools attempting to help the teachers of low level English classes teach their basic students reading and writing skills. In classroom after classroom, I find ninth, tenth, eleventh, and twelfth graders reading at third, fourth, and fifth grade levels. "How can it happen?" the English teachers ask me. "How can they get here? And after all those years of reading instruction in the elementary and middle grades, if they haven't learned to read any better by now, what can I possibly do about it?"
