I am writing in response to the Jan. 11 article “Maine teacher prep programs call foul after getting an F for how they teach reading.”
As a literacy specialist and concerned citizen, I find the University of Maine’s defensive response to the National Council on Teacher Quality (NCTQ) report disturbing.
Maine’s abysmal National Assessment of Education Progress (NAEP) reading scores, alone, should sound the alarm to those responsible for preparing educators to teach children how to read.
Ignoring the conclusions from the National Reading Panel, based on years of evidence-based research that informs us about how to teach reading, amounts to educational malpractice.
Barbara McDonald
Yarmouth
We invite you to add your comments. We encourage a thoughtful exchange of ideas and information on this website. By joining the conversation, you are agreeing to our commenting policy and terms of use. More information is found on our FAQs. You can modify your screen name here.
Comments are managed by our staff during regular business hours Monday through Friday as well as limited hours on Saturday and Sunday. Comments held for moderation outside of those hours may take longer to approve.
Join the Conversation
Please sign into your CentralMaine.com account to participate in conversations below. If you do not have an account, you can register or subscribe. Questions? Please see our FAQs.