Where Is the Evidence? Looking Back to Jeanne Chall and Enduring Debates about the Science of Reading

Autor/inn/en	Semingson, Peggy; Kerns, William
Titel	Where Is the Evidence? Looking Back to Jeanne Chall and Enduring Debates about the Science of Reading
Quelle	In: Reading Research Quarterly, 56 (2021), (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.405
Schlagwörter	Reading Research; Phonics; Literacy; Beginning Reading; Decoding (Reading); Whole Language Approach; Criticism; Developmental Stages; Reading Instruction + Suchen Sie Ihr Suchwort? Leseforschung; Alphabetisierung; Schreib- und Lesefähigkeit; Erstleseunterricht; Dekodierung; Integrierter Sprachunterricht; Kritik; Leseunterricht
Abstract	In this historical analysis, we examine the context of debates over the role of phonics in literacy and current debates about the science of reading, with a focus on the work and impact of the late literacy scholar Jeanne Chall. We open by briefly tracing the roots of the enduring debates from the 19th and 20th centuries, focusing on beginning reading, decoding, and phonics. Next, we explore insights drawn from the whole language movement as understood by Kenneth Goodman and Yetta Goodman, as well as a synthesis of key ideas from Chall's critique of the whole language approach. We then analyze the shifts across the three editions of Chall's "Learning to Read: The Great Debate" and summarize major ideas from her body of work, such as the stage model of reading development. We suggest that reading instruction should be informed by a broader historical lens in looking at the "science of reading" debates and should draw on a developmental stage model to teaching reading, such as the six-stage model provided by Chall. We describe implications for educators, textbook publishers, researchers, and policymakers that address the current reading debates, and provide considerations of what Chall might say about learning to read in a digital era given the pressures on teacher educators and teachers to align their practice with what is deemed to be the science of reading. (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