What Constitutes a Science of Reading Instruction
Datos Bibliográficos
| ID | 10722345 |
|---|---|
| Autores | Timothy Shanahan (0000-0001-5806-7804, autor de correspondencia) |
| Año | 2020 |
| Volumen | 55 |
| Número | S1 |
| Fecha de publicación | 2020-09-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Reading Research Quarterly (JOURNAL) |
| Identificadores de la revista | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/rrq.349 |
| OpenAlex | W3083288809 |
| Idioma | EN |
| Citas recibidas | 42 |
| Referencias citadas | 62 |
Recently, the term science of reading has been used in public debate to promote policies and instructional practices based on research on the basic cognitive mechanisms of reading, the neural processes involved in reading, computational models of learning to read, and the like. According to those views, such data provide convincing evidence that explicit decoding instruction (e.g., phonological awareness, phonics) should be beneficial to reading success. Nevertheless, there has been pushback against such policies, the use of the term science of reading by “phonics‐centric people”, and their lack of instructional knowledge and experience. In this article, although the author supports pedagogical decision making on the basis of a confluence of evidence from a variety of sources, he cautions against instructional overgeneralizations based on various kinds of basic research without an adequate consideration of instructional experiments. The author provides several examples of the premature translation of basic research findings into wide‐scale pedagogical application
Learning to read · Linguistics · Literacy · Mathematics education · Pedagogy · Phonics · Primary education · Reading (process) · Variety (cybernetics) · Artificial Intelligence · Computer Science · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Text Readability and Simplification
Foundational skills and foundational texts
Resisting Positionings of Struggle in “Science of Teaching Reading” Discourse
The Climb Model of Reading
Using the reading sciences and technology for teaching and learning in the Global South
Reconsidering literacy in an AI world
Beyond English centrality
From Research to Retweets
Student Voices on Reading Mediation
Bringing the Reading Sciences Into the Classroom
Exploring the influence of professional development, curricular change, and coaching on teachers’ literacy instructional practices and perceptions
If “Black Lives Matter in Literacy Research,” Then Take This Racial Turn
Media, Legislation, and the Science of Reading
Textbook and popular science text reading
Policy makers as experts and teachers in need of reform
Seeing the Brain, Scientizing the Teacher Knowledge
Centering Equity in the Science of Reading
When Science of Reading Meets Equity
Elementary Teachers’ Self-Reported Knowledge of the Science of Reading
How do structured pedagogy programmes affect reading instruction in African early grade classrooms
What do classroom teachers of varying backgrounds know about English spelling
The Science of Reading
Toward an equitable implementation of the science of reading
The contributions of individual oral language skills to kindergarten students' reading comprehension
Exploring teacher and student knowledge of sentence‐level language features
An Anatomy of the SoR
A Review of the Evidence on Tier 1 Instruction for Readers With Dyslexia
Where Is the Evidence? Looking Back to Jeanne Chall and Enduring Debates About the Science of Reading
Informing the Science of Reading
Teacher Autonomy in Text Choices for Elementary Reading Instruction
How Is Reading Related to Working Memory?—A Cross‐Sectional Developmental Perspective
The Effects of a Whole‐Class Kindergarten Handwriting Intervention on Early Reading Skills
Conflict or Conversation? Media Portrayals of the Science of Reading
Elementary Teachers’ Knowledge of Foundational Literacy Skills
Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners
Advancing the Science of Teaching Reading Equitably
What Matters Most? Toward a Robust and Socially Just Science of Reading
The Trouble With Binaries
The Science of Reading
Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention
The teaching and learning of reading in an immersion setting
Teachers' Beliefs and Their Students' Progress in Professional Development
The moral work of teaching reading equitably to Black children
Learning to Read the Great Debate
The Psychology and Pedagogy of Reading
Fluency
Ending the Reading Wars
Reading
Rapid automatized naming and reading performance
Writing to Read
The Effects of Vocabulary Instruction
Teaching Disciplinary Literacy to Adolescents
Reading Recovery
Instructional Strategies for Studying Content Area Texts in the Intermediate Grades
The National Reading Panel Report
Some Effects of the Nature and Frequency of Vocabulary Instruction on the Knowledge and Use of Words
Basic Assumptions Underlying the Substrata-Factor Theory
Effects of Expository Text Structure Interventions on Comprehension
The Effect of Instruction on Pupil Reading Strategies
Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency
Making Every Study Count
Training Kindergarten Children to Discriminate Letter-Like Forms
The organization of prose and its effects on memory
| Obras citantes distintas | 42 |
|---|---|
| Citas por año | 7 |
| Intervalo de citas | 2020 - 2026 (7) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 40 |