What Research Has Revealed about Readers' Struggles with Comprehension in the Digital Age: Moving beyond the Phonics versus Whole Language Debate

Autor/in	Alexander, Patricia A.
Titel	What Research Has Revealed about Readers' Struggles with Comprehension in the Digital Age: Moving beyond the Phonics versus Whole Language Debate
Quelle	In: Reading Research Quarterly, 55 (2020), (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alexander, Patricia A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.331
Schlagwörter	Phonics; Reading Research; Whole Language Approach; Barriers; Reading Comprehension; Reading Processes; Information Systems; Information Technology; Reading Instruction; Reading Skills + Suchen Sie Ihr Suchwort? Leseforschung; Integrierter Sprachunterricht; Leseverstehen; Leseprozess; Informationstechnologie; Leseunterricht; Reading skill; Lesefertigkeit
Abstract	The purpose of this article is to look anew at the concepts of reading, reading development, and reading research as they exist beyond the boundaries of the "science of reading" controversy. The context for this reconceptualization is reading in the digital age and the challenges that today's readers confront daily. Those challenges include information saturation, the proliferation of misleading and malicious online content, the struggle to use valid evidence to support claims, and the tendency to treat complex issues in an overly simplistic fashion. How these concerns pertain to the ongoing "science of reading" debate is also considered. The author concludes with an overview of three recommendations for addressing the challenges faced by readers in this digital age. If they are to be realized, these recommendations require the consolidated effort of reading researchers, reading educators, school leaders, parents, policymakers, and students themselves. (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