Media, Legislation, and the Science of Reading

Understanding Policy Narratives for a Path to Collaboration

Datos Bibliográficos

ID21650293
AutoresOlivia J Cox (0009-0008-8871-9621, University of Colorado Boulder, autor de correspondencia), Emily Johns-O’Leary (University of Colorado Boulder)
Año2024
Volumen56
Número1
Páginas73-95
Fecha de publicación2024-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Reading Behavior (JOURNAL)
Identificadores de la revistaISSN: 0022-4111 • E-ISSN: 1554-8430
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/1086296x241226475
OpenAlexW4390978594
IdiomaEN
Citas recibidas4
Referencias citadas21

Using frame analysis, the present study examined the intersections of science of reading research, media coverage, and state literacy policy to explore how Colorado policy and media documents have defined reading achievement. It also analyzed the values, assumptions, and agendas within these definitions. It identified diagnostic frames that defined a state-level problem with reading education and prognostic frames that proposed curriculum and teacher training mandates as solutions. Underlying these frames were assumptions of objectivity, agendas of top-down accountability, and a binary separation between effective and ineffective methods for the teaching of reading. Implications include the development of a critical pragmatism in which researchers, teachers, school leaders, and other practitioners can collaborate to navigate shifts required by legislation while reflecting on the ways in which such shifts are situated in larger narratives. The authors argue that such analyses are essential for implementing reading reform in ways that are equitable and responsive to local contexts

Accountability · Curriculum · Epistemology · Legislation · Linguistics · Literacy · Mathematics education · Narrative · Pedagogy · Political science · Public relations · Situated · Sociology · Computer Science · Educational Assessment and Improvement · Educator Training and Historical Pedagogy · Law · Psychology · Teacher Education and Leadership Studies