Humanities teachers have been reluctant, with justification, to trust mathematical measurements of literary experience. They know that the learning in which students participate in the classroom cannot be put on a bubble sheet with a number two pencil, but the threat of accountability and standardized testing is forcing them into a defensive position. Those teachers who have enjoyed the satisfactions of working with relevant material in the past few years are now threatened by basics. The good teachers, of course, never stopped teaching the basics but found that relevancy could be used as a motivational tool. The best of the lot always learn how to ride out the waves of educational fadism by adapting the demands of current philosophy to fit what they believed all along.
Rehder, L. G. (1980). Reading Skills in a Paperback Classroom. Reading Horizons: A Journal of Literacy and Language Arts, 21 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol21/iss1/4