“The problem with making reading, instruction, or related policies simple is that it requires cutting corners on details that matter for children and their teachers. What Johnson does instead is make things plain—plain enough for anyone to understand and for everyone to identify some common ground.”

—Rachael E. Gabriel, PhD, Department of Curriculum and Instruction, Neag School of Education, University of Connecticut


“Johnson brings his strong, knowledgeable voice to counter the sensationalism of the so-called reading wars. Clear examples illustrate how teachers can become critical consumers of research and use their creativity and intelligence to align instruction with their students' interests and natural inclinations. A 'must-have' book on navigating the complexity of teaching through continuing study and reflection.”

—Adelfio J. Garcia, EdD, independent language and literacy consultant


“A well-reasoned challenge to the SOR movement, particularly SOR’s narrow focus and misleading rhetoric. The book is easy to read and approachable for nonspecialists in literacy, while grounded in relevant research and theory. Readers may disagree with Johnson's conclusions, but he offers a responsible contribution to current debates in literacy education. The emphasis is on substantive critique rather than mockery.”

—Seth A. Parsons, PhD, College of Education and Human Development, George Mason University