Science(s) of ReadingCheck back often. We have more information coming!
Where do we stand? by Deb Zarling, WSRA Past President
Check These Blogs from Highly Respected Professors of Literacy Teaching-Reading.com with Dr. Andy Johnson Radical Scholarship with Dr. Paul L Thomas doctorsam7 with Dr. Sam Bommarito
Recent ILA Webinar:Fact-Checking the "Science of Reading": Claims, Assumptions, and Consequences with Robert Tierneyand P David Pearson (available for a small cost until Nov 25, 2023)
Teaching Readers NOT Reading with Dr. Peter Afflerbach
Learning to Read Words: It’s Not Just Phonics with Dr. Donna Scanlon
Literacy Teaching and Children's Development with Dr. Peter Johnston
Articles and Position StatementsFrom the National Education Policy Center: The Science of Reading Movement: The Never-Ending Debate and the Need for a Different Approach to Reading Instruction by PL Thomas From Literacy Research Association: The Science of Reading and the Media: Is Reporting Biased? by Maren Aukerman From NCTE: The Critical Story of the "Science of Reading" and Why Its Narrow Plotline Is Putting Our Schools and Children At Risk by Dorothy C Suskind
Research Articles: Access to research is critical**New: Legislating Phonics: Settled Science or Political Polemics? David Reinking, George Hruby and Victoria Risko, Teacher's College Record, Volume 125, Issue 1 “Reinterpreting the development of reading skills,” Scott G. Paris, Reading Research Quarterly David Reinking, George Hruby and Vicotoria Risko, Teacher's College Record, Volume 125, Issue 1 Vol. 40, No. 2 April/May/June 2005, International Reading Association (pp. 184–202)
The following are the International Literacy Association’s research articles from two different issues on the topic of the Science of Reading. To access these articles, you must be an ILA member with the Reading Research Quarterly subscription or a WSRA member. As a member, request the group login information at [email protected]. Include your name to be verified as a WSRA member. Donna M. Scanlon, Kimberly L. Anderson Pages: S19-S34First Published: 16 September 2020
The Sciences of Reading and Writing Must Become More Fully IntegratedSteve Graham Pages: S35-S44First Published: 31 August 2020
It’s Time to Be Scientific About DyslexiaJulian G. Elliott Pages: S61-S75First Published: 04 September 2020
The Cognitive Element Model of Reading InstructionPeng Peng, J. Marc Goodrich Pages: S77-S88First Published: 03 September 2020
What Research Has Revealed About Readers’ Struggles With Comprehension in the Digital Age: Moving Beyond the Phonics Versus Whole Language DebatePatricia A. Alexander Pages: S89-S97First Published: 31 August 2020
Building Content Knowledge to Boost Comprehension in the Primary GradesSonia Q. Cabell, HyeJin Hwang Pages: S99-S107First Published: 31 August 2020
Interconnected Infrastructure for Improving Reading InstructionSarah Woulfin, Rachael E. Gabriel Pages: S109-S117First Published: 03 September 2020
Lost in Translation? Challenges in Connecting Reading Science and Educational PracticeMark S. Seidenberg, Matt Cooper Borkenhagen, Devin M. Kearns Pages: S119-S130First Published: 16 September 2020
Reading Wars, Reading Science, and English LearnersClaude Goldenberg Pages: S131-S144First Published: 16 September 2020
Does English Have Useful Syllable Division Patterns?Devin M. Kearns Pages: S145-S160First Published: 16 September 2020
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of ReadingGina N. Cervetti, P. David Pearson, Annemarie S. Palincsar, Peter Afflerbach, Panayiota Kendeou, Gina Biancarosa, Jennifer Higgs, Miranda S. Fitzgerald, Amy I. Berman Pages: S161-S172First Published: 30 August 2020
When Did You Learn It? How Background Knowledge Impacts Attention and Comprehension in Read-Aloud ActivitiesTanya Kaefer Pages: S173-S183First Published: 16 September 2020
A Confluence of Complexity: Intersections Among Reading Theory, Neuroscience, and Observations of Young ReadersCatherine F. Compton-Lilly, Ayan Mitra, Mary Guay, Lucy K. Spence Pages: S185-S195First Published: 03 September 2020
Bringing the Science of Reading to Preservice Elementary Teachers: Tools That Bridge Research and PracticeAnnemarie H. Hindman, Frederick J. Morrison, Carol McDonald Connor, Joseph A. Connor Pages: S197-S206First Published: 16 September 2020
Beyond Decoding: A Meta-Analysis of the Effects of Language Comprehension Interventions on K–5 Students’ Language and Literacy OutcomesRebecca D. Silverman, Erika Johnson, Kristin Keane, Saurabh Khanna Pages: S207-S233First Published: 04 September 2020
What Constitutes a Science of Reading Instruction?Timothy Shanahan Pages: S235-S247First Published: 03 September 2020
Disrupting Racism and Whiteness in Researching a Science of ReadingH. Richard Milner IV Pages: S249-S253First Published: 04 September 2020
Contesting Science That Silences: Amplifying Equity, Agency, and Design Research in Literacy Teacher PreparationJames V. Hoffman, Michiko Hikida, Misty Sailors Pages: S255-S266First Published: 03 September 2020
How the Science of Reading Informs 21st-Century EducationYaacov Petscher, Sonia Q. Cabell, Hugh W. Catts, Donald L. Compton, Barbara R. Foorman, Sara A. Hart, Christopher J. Lonigan, Beth M. Phillips, Christopher Schatschneider, Laura M. Steacy, Nicole Patton Terry, Richard K. Wagner Pages: S267-S282First Published: 06 September 2020
Rethinking the Role of Knowledge in the Literacy ClassroomCourtney Hattan, Sarah M. Lupo Pages: S283-S298First Published: 07 September 2020
Aligning the Science of Reading With Adaptive TeachingMargaret Vaughn, Seth A. Parsons, Dixie Massey Pages: S299-S306First Published: 31 August 2020
Expanding the Knowledge Base in Literacy Instruction and Assessment: Biliteracy and Translanguaging Perspectives From Families, Communities, and ClassroomsSilvia Noguerón-Liu Pages: S307-S318First Published: 31 August 2020
Resisting Positionings of Struggle in “Science of Teaching Reading” Discourse: Counterstories of Teachers and Teacher Educators in TexasMelissa Mosley Wetzel, Allison Skerrett, Beth Maloch, Tracey T. Flores, Myra Infante-Sheridan, Jessica Murdter-Atkinson, Vickie Charlene Godfrey, Allie Duffy Pages: S319-S330First Published: 03 September 2020
Broadening the Lens on the Science of Reading: A Multifaceted Perspective on the Role of Academic Language in Text UnderstandingEmily Phillips Galloway, Janna Brown McClain, Paola Uccelli Pages: S331-S345First Published: 16 September 2020
Translational Science: A Road Map for the Science of ReadingEmily J. Solari, Nicole Patton Terry, Nadine Gaab, Tiffany P. Hogan, Nancy J. Nelson, Jill M. Pentimonti, Yaacov Petscher, Sarah Sayko Pages: S347-S360First Published: 09 September 2020
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of ReadingNell K. Duke, Kelly B. Cartwright Pages: S25-S44First Published: 07 May 2021
Beyond the Simple View of Reading: The Role of Executive Functions in Emergent Bilinguals’ and English Monolinguals’ Reading ComprehensionAna Taboada Barber, Kelly B. Cartwright, Gregory R. Hancock, Susan Lutz Klauda Pages: S45-S64First Published: 02 March 2021
What MattersKathryn H. Au, Taffy E. Raphael Pages: S65-S67First Published: 15 April 2021
Advancing the Science of Teaching Reading EquitablyBryant Jensen Pages: S69-S84First Published: 20 April 2021
What Matters Most? Toward a Robust and Socially Just Science of ReadingMaren Aukerman, Lorien Chambers Schuldt Pages: S85-S103First Published: 06 May 2021
Can the Evidence Revolution and Multi-Tiered Systems of Support Improve Education Equity and Reading Achievement?Hank Fien, David J. Chard, Scott K. Baker Pages: S105-S118First Published: 02 March 2021
The Trouble With Binaries: A Perspective on the Science of ReadingDavid B. Yaden Jr., David Reinking, Peter Smagorinsky Pages: S119-S129First Published: 19 April 2021
The Science of Reading: Four Forces That Modified, Distorted, or Ignored the Research Finding on Reading ComprehensionPeter Dewitz, Michael F. Graves Pages: S131-S144First Published: 11 March 2021
Conflict or Conversation? Media Portrayals of the Science of ReadingDeborah MacPhee, Lara J. Handsfield, Patricia Paugh Pages: S145-S155First Published: 02 March 2021
Where Is the Evidence? Looking Back to Jeanne Chall and Enduring Debates About the Science of ReadingPeggy Semingson, William Kerns Pages: S157-S169First Published: 20 April 2021
Learning Letters: Evidence and Questions From a Science-of-Reading PerspectiveTheresa A. Roberts Pages: S171-S192First Published: 21 April 2021
The Effects of a Whole-Class Kindergarten Handwriting Intervention on Early Reading SkillsKaren Ray, Kerry Dally, Kim Colyvas, Alison E. Lane Pages: S193-S207First Published: 15 April 2021
Reading From Multiple Documents: The Role of Text Availability and Question TypeRaquel Cerdán, Ignacio Máñez, Marian Serrano-Mendizábal Pages: S209-S220First Published: 03 February 2021
Informing the Science of Reading: Students’ Awareness of Sentence-Level Information Is Important for Reading ComprehensionElizabeth MacKay, Elise Lynch, Tamara Sorenson Duncan, S.Hélène Deacon Pages: S221-S230
Reading Volume and Reading Achievement: A Review of Recent ResearchRichard L. Allington, Anne M. McGill-Franzen Pages: S231-S238First Published: 20 April 2021
The Contribution of Play Experiences in Early Literacy: Expanding the Science of ReadingMuriel K. Rand, Lesley Mandel Morrow Pages: S239-S248First Published: 02 March 2021
Phonological Awareness Materials in Utah Kindergartens: A Case Study in the Science of ReadingKathleen J. Brown, Kelly C. Patrick, Matthew K. Fields, Grace T. Craig Pages: S249-S272First Published: 13 April 2021
Why Sociocultural Context Matters in the Science of Reading and the Reading of Science: Revisiting the Science Discovery NarrativeDiana J. Arya, Andrew Maul Pages: S273-S286First Published: 27 April 2021
Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of ReadingAlida K. Hudson, Karol A. Moore, Bing Han, Poh Wee Koh, Emily Binks-Cantrell, R. Malatesha Josh Pages: S287-S315First Published: 02 May 2021
Examining Teacher Preparation for Code-Related Reading Instruction: An Integrated Literature ReviewLaura S. Tortorelli, Sarah M. Lupo, Barbara C. Wheatley Pages: S317-S337First Published: 01 April 2021
Teaching Reading Is More Than a Science: It’s Also an ArtDavid D. Paige, Chase Young, Timothy V. Rasinski, William H. Rupley, William D. Nichols, Meghan Valerio Pages: S339-S350First Published: 02 March 2021
Methodological Issues in Literacy Research Across Languages: Evidence From Alphabetic OrthographiesTimothy C. Papadopoulos, Valéria Csépe, Mikko Aro, Marketa Caravolas, Irene-Anna Diakidoy, Thierry Olive Pages: S351-S370First Published: 20 April 2021
Understanding Within- and Cross-Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of ReadingAlexandra Gottardo, Xi Chen, Michelle Ru Yun Huo Pages: S371-S390First Published: 20 April 2021
Is the Science of Reading Just the Science of Reading English?David L. Share Pages: S391-S402First Published: 28 April 2021
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