Centering Equity in the Science of Reading
Bibliographic Data
| ID | 21379355 |
|---|---|
| Authors | Courtney Hattan (0000-0003-2914-3307, The University of North Carolina at Chapel Hill Chapel Hill North Carolina USA), N Kucirkova (0000-0002-2805-1745, University of Stavanger, Norway Stavanger Norway, corresponding author) |
| Year | 2026 |
| Volume | 61 |
| Issue | 3 |
| Publication date | 2026-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Reading Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/rrq.70129 |
| OpenAlex | W7163569854 |
| Language | EN |
| References cited | 17 |
The Science of Reading is a broad and evolving body of empirical research about reading processes, components, instruction, and assessment. Yet, the field of reading research is characterized by complexity and contention, encompassing diverse methodologies, emerging and shifting definitions, and questions regarding optimal approaches toward reading instruction. Adding to this complexity is the question of the extent to which reading science centers equitable instruction and asset‐based pedagogies—a question that is at the heart of this special collection. Building on previous special issues in Reading Research Quarterly from 2020 and 2021, authors of the seven included articles contribute to the reading research field in three ways. First, they forward instructional supports and novel frameworks for how instruction can be equitably enacted. Second, they consider limitations of contemporary conceptualizations of equity and reading. Third, they call for research that more explicitly centers students' unique cultures, languages, backgrounds, and contexts. This introductory article includes an overview of the special collection, along with a call for researchers to (a) explicitly name their epistemological and ontological perspectives to improve transparency, (b) closely scrutinize how reading science is mobilized within education policy, and (c) examine how the Science of Reading is interpreted, operationalized, and mobilized across international contexts to advance a more globally relevant understanding of reading development and instruction
Empirical research · Equity (law) · Field (mathematics) · Literacy · Reading (process) · Reading disability · Science education · Educational Strategies and Epistemologies · Educational Theory and Curriculum Studies · Reading and Literacy Development
The Effects of Educational Technology Interventions on Literacy in Elementary School
When Science of Reading Meets Equity
Dimensions of Equity in the Science of Reading Research
What Constitutes a Science of Reading Instruction
Supporting Literacy Through the Justice and Dialogic Education ( Jade ) Framework
Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention
Children's Inalienable Literacy Education Rights and the Science of Reading
Advancing the Science of Teaching Reading Equitably
What Matters Most? Toward a Robust and Socially Just Science of Reading
Toward a Science of Strengths‐Based Approaches to Reading for English Learners in K‐12 Schools
How the Science of Reading Informs 21st‐Century Education
Toward a Theory of Culturally Relevant Pedagogy
| Highly cited | No |
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