{"id":13407,"date":"2026-04-16T11:18:12","date_gmt":"2026-04-16T16:18:12","guid":{"rendered":"https:\/\/uwm.edu\/education\/?p=13407"},"modified":"2026-04-16T11:22:50","modified_gmt":"2026-04-16T16:22:50","slug":"uwm-alum-co-authors-book-to-address-reading-crisis","status":"publish","type":"post","link":"https:\/\/uwm.edu\/education\/uwm-alum-co-authors-book-to-address-reading-crisis\/","title":{"rendered":"51ÁÔÆæ alum co-authors book to address reading crisis"},"content":{"rendered":"\n

Andrea Carter-Robin<\/a> was disheartened when she read about recent fourth-grade reading scores that were at 32-year lows.<\/p>\n\n\n\n

\"Portrait<\/figure>\n\n\n\n

\u201cI\u2019ve had fourth graders. That was my favorite grade to teach,\u201d said Carter-Robin, who earned her bachelor\u2019s degree in education from 51ÁÔÆæ in 1999. That finding on reading scores was one of the factors that inspired her to co-write a book on literacy with Kennedy Maranga.<\/p>\n\n\n\n

The book from academic\/education publisher Routledge, is titled \u201cThink\u00a0Like a Reading Teacher: Foundations for Structured Literacy in Grades K\u20135.\u201d<\/a> It is scheduled for publication on April 24. Co-author Maranga is chair of the doctoral studies program at Trident University International, an accredited online program.<\/p>\n\n\n\n

Carter-Robin said the goal of the book is to strengthen reading instruction for current and potential teachers by bridging research and classroom practice.<\/a><\/p>\n\n\n\n

After nearly 30 years in education, \u201cI had a front row seat as a classroom teacher to see how literacy theories evolve; how they cycle in and out and sometimes fall short in the classroom,\u201d she said.<\/p>\n\n\n\n

Carter-Robin earned her master\u2019s degree at Ashland University and her doctorate at St. Thomas University. She taught at schools in Milwaukee, Cleveland, Champaign, Illinois, and Oberlin, Ohio. In recent years, Carter-Robin helped found the Mosaic International School in Nigeria and Mosaic Literacy Institute.<\/p>\n\n\n\n

In her classrooms, Carter-Robin said that she was able to bring students who came in reading below their grade level up to grade level and beyond.<\/p>\n\n\n\n

\u201cI couldn\u2019t rely on theory alone,\u201d she said about those challenges. \u201cI had to determine what worked in the classroom.\u00a0 And over time, I began to notice a gap between what research suggested and what was expected of us as teachers in the classroom.\u201d<\/p>\n\n\n\n

\"Front<\/figure>\n\n\n\n

The book doesn\u2019t focus on just one reading philosophy.<\/p>\n\n\n\n

\u201cI\u2019m not debunking any one theory or philosophy,\u201d Carter-Robin said.\u00a0 \u201cMy focus is just on how teachers bring all those components to life through instruction, especially when dealing with students who are struggling.\u201d<\/p>\n\n\n\n

The book looks at research on how children\u2019s brains work, and how they learn to read. Different chapters explore the phonics-based science of reading, structured literacy, data-driven teaching to ensure struggling readers don\u2019t slip through the cracks, and ways to encourage student motivation and love of reading.<\/p>\n\n\n\n

The book focuses on making information about the art and science of reading accessible to classroom teachers and aspiring teachers.<\/p>\n\n\n\n

Carter-Robin\u2019s experience at 51ÁÔÆæ helped build the foundation for her work, she said. It helped her develop a deeper understanding of educational systems, research and instructional practice.<\/p>\n\n\n\n

\u201cThat grounding continues to influence how I approach literacy leadership and teacher development today.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

Andrea Carter-Robin was disheartened when she read about recent fourth-grade reading scores that were at 32-year lows. \u201cI\u2019ve had fourth graders. 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