This is the book that revolutionized the teaching of reading to children in America. Up until this time, since 1930, virtually all children in America had learned to read from the book "Dick and Jane." As this book demonstrated, Dick and Jane had unnatural dialogue and was not interesting to children. In order to get the children to learn to read, materials had to be introduced that the children would find interesting. On page 6-7 of this book, the author condemns, "those series of horrible, stupid, emasculated, pointless, tasteless little readers, the stuff and gruff about Dick and Jane." It became widely acknowledged that "this was the book that killed Dick and Jane." After these conclusions were widely acknowledged, Dick and Jane had to be taken out and shot. Spot was sent to the pound. Millions of Dick and Jane books were sent to the recycle bin. As a result, the original Dick and Jane books are a rare collector's today. Why Johnny Can't Read is an angry book by an aroused parent. It is addressed to the thousands of bewildered parents whose normally intelligent youngsters can't read well enough to do their school work. Dr. Flesch has visited classrooms, talked to students, teachers and parents, worked his way through a mountain of books and articles and examined study materials. "Johnny can't read," Dr. Flesch concludes, "for the simple reason that nobody ever showed him how." The American System of teaching children to read was no longer the traditional alphabetic-phonetic method. Since 1925 most children had been forced to memorize entire words one after another like Chinese characters - a process which ends in disorderly guesswork. Failing to learn how to sound out words letter by letter, the child never mastered the mechanics of reading. Dr. Flesch provides a cure in this book. Why Johnny Can't Read contains complete material and instructions for teaching children to read at home. Here are step-by-step directions, simple phonetic drills, which can be used for beginners or youngsters whose reading ability hasn't kept pace with their development in other fields. Parents who apply these wise and proven methods can give their children invaluable aid. It has 74 pages of phonetic lists, 9 charts of block and script letters.

Explores the question of literacy among American school children, arguing that the common look-and-say method of teaching reading is ineffective and advocating the traditional phonic system

"An updated and revised edition of the controversial classic--now more relevant than ever--argues that boys are the ones languishing socially and academically, resulting in staggering social and economic costs, "--Amazon.com.

Tells of how one hundred thousand students helped bring an education to Cuba's illiterate adults as part of the Great Campaign of 1961 and looks at the Cuban school system today

Preeminent psychologist Dr. Albert Ellis combines forces with other renowned therapists to create this rare and inclusive book that captures the realities of counseling with children. Rather than using a traditional case study approach, this work features verbatim transcripts that convey real issues ranging from anger management and self-esteem to peer pressure and bed-wetting. For child therapists and counselors.

How the story of NYC's schools contain lessons for other cities. City Schools brings together a distinguished group of researchers and educators for an in-depth look at the nation's largest school system. Topics covered include the changing demographics of city schools, the impending teacher shortage, reading instruction, special education, bilingual education, school governance, charter schools, choice, school finance reform, and the role of teacher unions. City Schools also provides fresh and fascinating perspectives on Catholic schools, Jewish day schools, and historically black independent schools. Diane Ravitch, Joseph P. Viteritti, and their coauthors explore pedagogical, institutional, and policy issues in an urban school system whose challenges are those of American urban education writ large. The authors conclude that we know a lot more about how to provide effective educational services for a diverse population of urban school children than performance data would suggest. Contributors: Dale Ballou, University of Massachusetts, Amherst • Stephan F. Brumberg, Brooklyn College • Mary Beth Celio, University of Washington • Gail Foster, Toussaint Institute • Michael Heise, Case Western University • Clara Hemphill, Public Education Association • Paul T. Hill, University of Washington • William G. Howell, Harvard University • Pearl Rock Kane, Columbia University • Frank J. Macchiarola, Saint Francis College • Melissa Marschall, University of South Carolina • Thomas Nechyba, Duke University • Paul E. Peterson, Harvard University • Christine Roch, Georgia State University • Christine H. Rossell, Boston University • Marvin Schick, Avi Chai Foundation • Mark Schneider, SUNY, Stony Brook • Lee Stuart, South Bronx Churches • Paul Teske, SUNY, Stony Brook • Emanuel Tobier, New York University • Joanna P. Williams, Columbia University

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A narrative poem chronicling the life of the Civil War president.

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City College of New York is perhaps the longest-running, radical social experiment in American history. For one hundred and fifty years, City has been the bellwether of this nation's effort to bring the urban poor into the middle class. And as generations of immigrant children passed beneath its arched gateway and emerged as scientists, scholars, and teachers, City more than justified America's liberal faith in the transformative power of education. But over the last few generations the dynamics and the demographics of urban poverty have changed; the barriers to assimilation have grown. City on a Hill spans these eras, telling the story of the college's difficult present against the backdrop of its fabled past. The juxtaposition forces a fundamental question: How much power do America's institutions have in the face of the cultural and economic forces that now perpetuate inner-city poverty?

A classic tale adopted to a modern setting. We all, children and adults alike, have different inner voices telling us what to do. In this episode, David, 8, is tasked with babysitting his baby sister while Mommy goes to the store. (Daddy is in the other room.) David hears his friends playing ball outdoors. David's Bad King tells him to join them. His Good King says no! He is torn even more when his friends call him out to join them! What will David do?! What would you do? Based on an ancient parable of "the wisest man who ever lived."

A young girl describes some of her experiences growing up in Chicago in 1940.