What Constitutes a Science of Reading Instruction?

Autor/in	Shanahan, Timothy
Titel	What Constitutes a Science of Reading Instruction?
Quelle	In: Reading Research Quarterly, 55 (2020), (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.349
Schlagwörter	Reading Instruction; Reading Research; Teaching Methods; Reading Processes; Decoding (Reading); Phonics; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Leseunterricht; Leseforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseprozess; Dekodierung; Theorie-Praxis-Beziehung
Abstract	Recently, the term "science of reading" has been used in public debate to promote policies and instructional practices based on research on the basic cognitive mechanisms of reading, the neural processes involved in reading, computational models of learning to read, and the like. According to those views, such data provide convincing evidence that explicit decoding instruction (e.g., phonological awareness, phonics) should be beneficial to reading success. Nevertheless, there has been pushback against such policies, the use of the term "science of reading" by "phonics-centric people", and their lack of instructional knowledge and experience. In this article, although the author supports pedagogical decision making on the basis of a confluence of evidence from a variety of sources, he cautions against instructional overgeneralizations based on various kinds of basic research without an adequate consideration of instructional experiments. The author provides several examples of the premature translation of basic research findings into wide-scale pedagogical application. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01