The Problem with Pigeons in Research and Practice: Communicating Early Literacy Essentials and Foundations in Curriculum and Instruction

Autor/inn/en	Hoffman, Emily Brown; Paciga, Kathleen A.; Whittingham, Colleen E.
Titel	The Problem with Pigeons in Research and Practice: Communicating Early Literacy Essentials and Foundations in Curriculum and Instruction
Quelle	In: Literacy, 55 (2021) 3, S.159-171 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paciga, Kathleen A.) ORCID (Whittingham, Colleen E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12257
Schlagwörter	Emergent Literacy; Reading Research; Research and Development; Theory Practice Relationship; Literacy Education; Basic Skills; Curriculum; Reading Instruction + Suchen Sie Ihr Suchwort? Frühleseunterricht; Leseforschung; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Basic skill; Grundfertigkeit; Curricula; Lehrplan; Rahmenplan; Leseunterricht
Abstract	The long-standing research to practice gap and increased interest in scientific literacy instruction has contributed to the oversimplification of what is deemed as foundational skills in US early literacy classrooms. Invoking a homing pigeon metaphor, this article describes the distilling of decades of reading research into a message being received by literacy practitioners, policymakers and families which prioritises phonics instruction, drowning-out complex and nuanced findings supporting a more comprehensive approach. Grounded in an emergent literacy paradigm and applying a sociocultural approach to literacy in the 21st century with an eye towards equity, this article reframes what is considered 'foundational' early literacy teaching and learning to reflect the research base that supports proportional attention to constrained and unconstrained skills through integrated and contextualised instruction. To narrow the enduring research-to-practice gap, researchers must build authentic research partnerships with schools and support teacher educators' and teachers' enactment of comprehensive approaches to literacy instruction, curricula and assessment. (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