What Matters Most? Toward a Robust and Socially Just Science of Reading

Autor/inn/en	Aukerman, Maren; Chambers Schuldt, Lorien
Titel	What Matters Most? Toward a Robust and Socially Just Science of Reading
Quelle	In: Reading Research Quarterly, 56 (2021), (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aukerman, Maren) ORCID (Chambers Schuldt, Lorien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.406
Schlagwörter	Social Justice; Reading Instruction; Individualized Instruction; Reading Comprehension; Reading Motivation; Reader Text Relationship; Self Efficacy; Decoding (Reading); Literacy; Instructional Program Divisions; Cultural Background + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Leseunterricht; Individualisierender Unterricht; Leseverstehen; Lesemotivation; Self-efficacy; Selbstwirksamkeit; Dekodierung; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	"Science of reading" is a term that has been used variously, but its use within research, policy, and the press has tended to share one important commonality: an intensive focus on assessed reading proficiency as the primary goal of reading instruction. Although well intentioned, this focus directs attention toward a problematically narrow slice of reading. In this article, we propose a different framework for the science of reading, one that draws on existing literacy research in ways that could broaden and deepen instruction. The framework proposes, first, that reading education should develop textual dexterity across grade levels in the four literate roles first proposed by Freebody and Luke: code breaker (decodes text), text participant (comprehends text), text user (applies readings of text to accomplish things), and text analyst (critiques text). Second, the framework suggests that reading education should nurture important literate dispositions alongside those textual capacities, dispositions that include reading engagement, motivation, and self-efficacy. Justification is offered for the focus on textual dexterity and literate dispositions, and we include research-based suggestions about how reading educators can foster student growth in these areas. Finally, we propose that reading education should attend closely to linguistic, cultural, and individual variation, honoring and leveraging different strengths and perspectives that students bring to and take away from their learning. Reimagining a science of reading based on these principles has the potential to make it both more robust and more socially just, particularly for students from nondominant cultures. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01