Media, Legislation, and the Science of Reading
Understanding Policy Narratives for a Path to Collaboration
Bibliographic Data
| ID | 21650293 |
|---|---|
| Authors | Olivia J Cox (0009-0008-8871-9621, University of Colorado Boulder, corresponding author), Emily Johns-O’Leary (University of Colorado Boulder) |
| Year | 2024 |
| Volume | 56 |
| Issue | 1 |
| Pages | 73-95 |
| Publication date | 2024-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Reading Behavior (JOURNAL) |
| Journal identifiers | ISSN: 0022-4111 • E-ISSN: 1554-8430 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1086296x241226475 |
| OpenAlex | W4390978594 |
| Language | EN |
| Citations received | 4 |
| References cited | 21 |
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
Standards Deviation
The Political Spectacle of Arizona's Proposition 203
Frame analysis
Rethinking teacher education
Public Goods, Private Goods
A Nation at Risk
Media's Impact on Educational Policies and Practices
What Constitutes a Science of Reading Instruction
Conflict or Conversation? Media Portrayals of the Science of Reading
Framing the Problem of Reading Instruction
Framing
Developing Conceptual Categories in Classroom Descriptive Research
| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |