There's no single text to point to. Instead, Holt's arguments against ineffective reading instruction consistently revolve around these key themes:
* Emphasis on drills and rote memorization: He criticized the focus on phonics drills, worksheets, and repetitive exercises that prioritize technical skills over comprehension and enjoyment. He believed this approach alienated children from reading, making it a tedious chore rather than a pleasurable activity.
* Ignoring children's interests: Holt argued that forcing children to read books they don't find engaging is counterproductive. He advocated for allowing children to choose their reading material, fostering a love of reading through genuine interest.
* Overemphasis on testing and evaluation: The pressure to perform well on tests and meet standardized reading levels created anxiety and resentment towards reading, rather than promoting a genuine understanding and appreciation for literature.
* Lack of freedom and choice: The highly structured and controlled nature of many reading programs left children with little agency or autonomy in their reading experiences, stifling their natural curiosity and desire to learn.
* Ignoring the social context of learning: Holt emphasized the importance of creating a supportive and encouraging learning environment, where children feel comfortable taking risks and making mistakes without fear of judgment.
In essence, the "text" of Holt's argument against ineffective reading instruction is a collection of interconnected ideas found throughout his work, focusing on the detrimental effects of overly structured, test-driven, and interest-neglecting approaches to teaching reading. To understand the full scope of his position, you need to explore his writings directly, rather than seeking a single, named essay.