Back to the Future

Contrasting Scientific Styles in Understanding Reading

Bibliographic Data

ID9733277
AuthorsCarol Mcdonald Connor (0000-0001-5803-456X, Florida State University, corresponding author), Christopher Schatschneider (0000-0002-1700-7685, Florida State University, corresponding author), Frederick J Morrison (0000-0001-9071-3482, Florida State University, corresponding author), Claire Cameron Ponitz (Florida State University, corresponding author), Shayne B Piasta (0000-0003-3655-4702, Florida State University, corresponding author), 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, corresponding author), Elizabeth Coyne Crowe (Florida State University, corresponding author), Stephanie Glasney (Florida State University, corresponding author), 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, corresponding author)
Year2009
Volume38
Issue7
Pages537-540
Publication date2009-10-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x09348971
OpenAlexW2129048670
LanguageEN
Citations received1
References cited15

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