Abstract
This article explores the evolving landscape of reading education through a blend of personal reflection and systemic critique by Bob Gallagher, Student Teaching Supervisor at Buffalo State University and a veteran educator with decades of experience as a teacher and administrator in Buffalo Public Schools, Coordinator of Professional Development at Sweet Home Schools, and Assistant Superintendent for Instruction at Niagara Wheatfield Schools. Drawing from his journey as an educator thrust into teaching reading without training in the 1960s, Gallagher examines the persistent challenges in fostering literacy amidst a declining cultural emphasis on reading. Highlighting the tension between illiteracy and aliteracy—where capable readers opt out—he critiques the one-size-fits-all approach to teaching reading, rooted in age-based grouping and skill-focused curricula that stifle joy. The piece underscores reading’s multifaceted benefits, from mental stimulation to societal enrichment, and laments its reduction to a chore in schools, as echoed in Daniel Pennac’s *Better Than Life*. Proposing a teacher-driven reform model, “Success Connections,” Gallagher advocates for a collaborative redefinition of reading’s goals—balancing phonics, comprehension, and pleasure—to restore its value. With literacy proficiency waning, he calls for a present-focused, systemic shift to ensure reading remains a vibrant, lifelong pursuit.
Recommended Citation
Gallagher, B. (2025). Field Notes in Professional Development: Lets Read. Journal of Inquiry and Action in Education, 13 (2). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol13/iss2/1
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