Back to the Future

Contrasting Scientific Styles in Understanding Reading

Dados Bibliográficos

ID9733277
AutoresCarol Mcdonald Connor (0000-0001-5803-456X, Florida State University, autor correspondente), Christopher Schatschneider (0000-0002-1700-7685, Florida State University, autor correspondente), Frederick J Morrison (0000-0001-9071-3482, Florida State University, autor correspondente), Claire Cameron Ponitz (Florida State University, autor correspondente), Shayne B Piasta (0000-0003-3655-4702, Florida State University, autor correspondente), Barry J Fishman (CAROL McDONALD CONNOR is an associate professor at Florida State University and the Florida Center for Reading Research, 2010 Levy Avenue, Suite 100, Tallahassee, FL 32310; . Her research focuses on the complex links between language and literacy skills and the effect of instruction on children’s literacy development. CHRISTOPHER SCHATSCHNEIDER is a professor of psychology at Florida State University and associate director of the Florida Center for Reading Research, 2010 Levy Avenue, Suite 100), Barry Fishman (0000-0003-2464-1999, Florida State University, autor correspondente), Elizabeth Coyne Crowe (Florida State University, autor correspondente), Stephanie Glasney (Florida State University, autor correspondente), Phyllis S Underwood (CAROL McDONALD CONNOR is an associate professor at Florida State University and the Florida Center for Reading Research, 2010 Levy Avenue, Suite 100, Tallahassee, FL 32310; . Her research focuses on the complex links between language and literacy skills and the effect of instruction on children’s literacy development. CHRISTOPHER SCHATSCHNEIDER is a professor of psychology at Florida State University and associate director of the Florida Center for Reading Research, 2010 Levy Avenue, Suite 100), Phyllis Underwood (Florida State University, autor correspondente)
Ano2009
Volume38
Fascículo7
Páginas537-540
Data de publicação2009-10-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x09348971
OpenAlexW2129048670
IdiomaEN
Citações recebidas1
Referências citadas15

In this rejoinder to Willis, Smagorinsky, and Douglas (this issue of Educational Researcher), the authors discuss how many of the points raised by Willis and Smagorinsky regarding their original article, which appeared in the March 2009 issue of Educational Researcher, are concerned less with the methods themselves than with different styles of science. The authors of this rejoinder examine their differing styles of science, using Stanovich’s 2003 framework, and call for consilience and the understanding that multiple perspectives and methods are needed to solve the important and perplexing problems that students and teachers will face in the 21st century

Consilience · Educational research · Epistemology · Face (sociological concept · Linguistics · Reading (process · Social science · Sociology · Innovative Teaching and Learning Methods · Neuroscience, Education and Cognitive Function · Psychology · Reading and Literacy Development