The Science of Reading: Supports, Critiques, and Questions

We also encourage you to follow us on Twitter (@DrGoodWin4Lit) and Facebook (@ReadingResearchQuarterly), where we discuss this special issue other content published in Reading Research Quarterly. Importantly, get involved grapple with these ideas—make them part of your research mission improve equitable conceptions literacy instruction. know have, continue do so, as engage second the SOR. This SOR builds ideas raised first issue. is less about what defines more expanding theories, models, conceptualizations, introduced As our working definition, use glossary definition from International Literacy Association (n.d.), which states that science reading “a term refers a corpus objective investigation accumulation reliable evidence how humans learn read should be taught.” fits broad conceptualization advocated note here although are focused SOR, emphasize connections aspects literacy, such writing language. readers who rarely provided opportunities texts reflect their cultural background will experience process differently than those privilege frequent match knowledge assumed by an author/text. Among three EFs, cognitive flexibility may especially important for EB [emergent bilingual] students because it represents ability actively switch between components task (e.g., graphophonological meaning words during reading), there bilinguals must shifting attention English home Low stagnant levels proficiency, massive disparities, robust base suggest withholding evidence-based practices schools differentially harms Color, poor families, learners, disabilities. acknowledge simply expecting greater not suffice. present framework practitioners policymakers would gain better easier access practices. Synthesis requires seeking collaborative common ground binaries, including nature (views inspired natural biological sciences) nurture (conceptions solely attentive environmental, social, influences; Ellis & Solms, 2018). Like remaining articles category push expand has historically been valued SOR-supported For example, most processes instruction related single-text reading. Cerdán, Máñez, Serrano-Mendizábal instead empirically explored multiple under different conditions, finding having text supported answering intratext questions but intertext questions, yet difference did last average, similar recall performance 24 hours later regardless whether or student had when questions. Interestingly, Cerdán et al. found differences among readers, stronger available performing delayed task. The findings study support integrating information consider needs learning contexts. Another considers way. Allington McGill-Franzen provide role volume supporting achievement. They used recent employing newer methodologies show relation achievement, once initial proficiency achieved, then effectiveness interventions foster volume, summer program low-income backgrounds allowed choose books over summer. Yet another author team, MacKay, Lynch, Sorenson Duncan, Deacon, showed syntax comprehension, arguing understanding “which, when, syntactic skills contribute comprehension development critical inform theory and, important, educational practices.” Additionally, Rand Morrow play, specifically “planned play experiences games scaffolded adult guidance” early literacy. widely materials have areas inconsistency Notably, commercial reviewed take orthographic into sufficient account. letters limit focus one two skills. appear largely language general, …[whereas] relations morphological awareness, vocabulary, script dependent. In particular, cross-linguistic vocabulary only observed languages share cognates and/or systems represented same script, respectively. growing proportion theoretical empirical work addressing basic issues orthographies Western European Joshi McBride, 2019; Pham Snow, 2021; Saiegh-Haddad Joshi, 2014; Verhoeven Perfetti, 2017; Verhoeven, Pugh, 2019)..., applied frameworks developed still all too often generalized without due consideration linguistic system diversity. Overall, hope enjoy issue, importantly, deepens understandings, bridges perspectives, moves field forward ways. look discussions community interesting articles. Given experiencing global pandemic serious consequences education finally emphasizing long-standing inequities path toward conceptualizations instruction, believe step community. Putting together collection like village, grateful effort. thank authors reviewers contributions thankful undertaken associate editors: Joanne F. Carlisle, Amy C. Crosson, Bridget Dalton, David K. Dickinson, Kathy Escamilla, Young-Suk Kim, Li-Jen Kuo, Tisha Lewis Ellison, Elizabeth Birr Moje, Annemarie S. Palincsar. staff managing editor, Susanne Viscarra, whom none possible. (1) difficulties number causes, fall decoding listening posited simple view; (2) rather influencing independently, conceived view, (or terms commonly reference view today, word recognition comprehension) overlap ways; (3) many contributors named active, self-regulatory processes, substantial why race, religious background, socioeconomic status, factors impact process….For key feature model explicitly lists reading—and, thus, potential causes difficulty—within, across, beyond categories comprehension…[and which] depicts overlapping identifies bridge constructs. shared variance D LC was explained direct indirect effects models tested, strong EFs memory through LC, respectively, both groups. effect considerably larger emergent monolinguals. teaching reading, incorporating reader, text, context, cultural, bring make activity Goodin, Weber, Pearson, Raphael, 2009; RAND Study Group, 2002; Ruddell al., 2019). framing best. allows researchers examine local complexities (Bullough, 2012) teacher agency continuously minoritized focusing reasons enacting (i.e., underlying principles teaching) plug-and-play approach” (Ermeling, Hiebert, Gallimore, 2015, p. 48). propose draws existing ways could broaden deepen proposes, first, develop textual dexterity across grade four literate roles proposed Freebody Luke: code breaker (decodes text), participant (comprehends user (applies readings accomplish things), analyst (critiques text). Second, suggests dispositions alongside capacities, include engagement, motivation, self-efficacy.…Finally, attend closely linguistic, individual variation, honoring leveraging strengths perspectives away learning. tools applying schools—the supply side revolution—exists scaling Accessibility incentives changing practices—the demand revolution—is sustainability (White, practices….Because much known scale effective practices, efforts themselves represent generate new sides. consistent dynamic constantly emerging phenomenon, static repository waiting accessed used. heavy reliance narrow conception claimed authoritative monolithic, little accounting environmental complicate idea brain functions identically whole human population, exclusive experimental designs replicability gold standard scientific approaches generated useful insights, (4) dismissal unscientific therefore, marginal value generating teach it. oversimplification process, conducting pedagogies. embedded reduces technical exercise eliminates variables vicissitudes living complex physical social world people read, they Commercial publishers fit curricular format distorted intent research. No Child Left Behind Act, its high-stakes testing concomitant interim assessments, moved developing passing tests. publishers’ criteria Common Core State Standards promoted ran contrary findings. Problems research, publication, development, dissemination itself further weakened practice. road classroom instructional material, education, increasing prerogative (Pearson, 2007). By embracing reflected changes required criteria, were ignored. Whereas balance context (RAND 2002), emphasized text. informed broader historical lens looking at “science reading” debates draw developmental stage six-stage Chall. describe implications educators, textbook publishers, researchers, address current debates, considerations Chall might say digital era given pressures educators teachers align practice deemed keep[ing] big picture perspective mind while instruction….educators need fully understand entire spectrum, grasp nuances model. embedding letter within drawing character whose name includes sound Dippy Duck D) hearing imaginary narratives included several begin /d/ yielded large sizes (ES = 1.31) moderate phoneme ID [identification] 0.62) blending compared matched plain traditional alphabet books….Children received explicit characters learned almost twice sounds. Write Start–K formation isolation sentences, combination whole-class themed, station-based activities. Using 4Rs guide intervention, each encourages mental images retrieve reproduce motor patterns utilizing elements writing, fine-motor, visuomotor, addition fluency, engagement variety authentic crafts activities ensures repetition, aim automatically associating representation verbal label retrieving executing correct pattern formation. Because repeated recalling, retrieving, reproducing letters, hypothesized participation promote GPCs [grapheme–phoneme correspondences] recognition, thereby facilitating gains Thus, seems availability favors exert effort integrate pieces texts. higher skill built coherent documents benefited possibility revisiting successive question-answering cycles available-texts condition), so recalled after 24-hour delay. which, Developing efficient powerful hopefully bolster crucial core end goal Oakhill, Cain, Elbro, 2015; 2002). answer question achievement yes—but qualified yes, appearing developed. indicates that, initially, level drives become proficient ages studied, studies data drawn countries, gathered analyzed study, studies’ clearest evidence, contexts, linked areas: necessary decontextualized language, oral narrative competence; functional behaviors, behaviors; decoding, print phonological fluency. young diverse (N 24)…to clarify conditions can optimally texts, inevitably sociohistorical forces affect matters interaction two. day, of, by, beings, motivations which—curiosity, excitement, ambition, even enjoyment—are everyone, readers. Based voices SDN [science discovery narrative] appears means…for reader feel…like I there. generally, training preparation programs elementary teachers’ foundational Training opportunity apply expert guidance produced largest growth knowledge. relied quantitative multiple-choice assessments privileged pedagogical situated knowledge…[and was] limited [by] samples overlooked diversity preservice …we caution against considering settled, offer recommendations directions future craft insufficient other. article, art advocate if adopted en masse teachers. strategies teaching….We define being embodied teacher’s decision making involves selection, differentiation, delivery engaging efficacious Such decision-making occur daily fly interactions classroom. First, procedural knowledge, integrated clinical professional conceptual experienced likely deep-rooted beliefs that…hinders new, adaptive thinking solutions underscore full exist results lot priori thinking. state range L1 L2, L2 Specifically, [specific word-level skills] societal/contextual [familial societal curriculum], shown (August Shanahan, 2006; related, studies. meta-analysis written using alphabetic scripts Roman alphabet), highly morphosyllabic (Melby-Lervåg Lervåg, 2011). acquisition maintenance. At times, negatively However, odds Families maintaining (O’Brien 2014). target enhance learners. Around globe, majority write non-European, nonalphabetic abjads Arabic), abugidas/alphasyllabaries Hindi), morphosyllabaries Chinese). Yet, sheer prestige Anglophone continues dominate agenda around globe. outlier status orthography disproportionate accuracy expense silent morphology, significantly theorizing regard issues, architecture skilled remediation disability. unquestionably progress wide-angle A complete world’s reveals dimensions complexity, liable create obstacles write. Furthermore, practical assessment, diagnosis difficulties, intervention. time come extricate entrenched ethnocentrism embrace “researchers fact does speak any monolingual, furthermore, script.”