Researcher-Practitioner Partnerships and In-School Laboratories Facilitate Translational Research in Reading

Autor/inn/en	Landi, Nicole; Kleinman, Daniel; Agrawal, Vishakha; Ashton, Grace; Coyne-Green, Aviva; Roberts, Pat; Blair, Nancy; Russell, Jay; Stutzman, Annie; Scorrano, Danielle; Frazier, Najah; Pugh, Kenneth R.; Hoeft, Fumiko
Titel	Researcher-Practitioner Partnerships and In-School Laboratories Facilitate Translational Research in Reading
Quelle	In: Journal of Research in Reading, 45 (2022) 3, S.367-384 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Landi, Nicole)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12392
Schlagwörter	Reading Difficulties; Reading Research; Brain; Scientists; Educational Researchers; Theory Practice Relationship; Response to Intervention; Student Characteristics; Partnerships in Education; Epistemology + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Leseforschung; Gehirn; Scientist; Wissenschaftler; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Theorie-Praxis-Beziehung; Hochschulpartnerschaft; Erkenntnistheorie
Abstract	Educational neuroscience approaches have helped to elucidate the brain basis of Reading Disability (RD) and of reading intervention response; however, there is often limited translation of this knowledge to the broader scientific and educational communities. Moreover, this work is traditionally lab-based, and thus the underlying theories and research questions are siloed from classroom practices. With growing awareness of the neurobiological origins of RD and increasing popularity of putative 'brain-based' approaches in clinics and classrooms, it is imperative that we create more direct and bidirectional communication between scientists and practitioners. Such direct collaborations can help dispel neuromyths, and lead to increased understanding of the promises and pitfalls of neuroscience approaches. Moreover, direct partnerships between researchers and practitioners can lead to greater ecological validity in study designs to improve upon the translational potential of findings. To this end, we have forged collaborative partnerships, and built cognitive neuroscience laboratories within independent reading disabilities schools. This approach affords frequent and ecologically valid neurobiological assessment as children's reading improves in response to intervention. It also permits the creation of dynamic models of leading and lagging relationships of students' learning, and identification of individual-level predictors of intervention response. The partnerships also provide in-depth knowledge of student characteristics and classroom practices, which, when combined with the data we acquire, may facilitate optimisation of instructional approaches. In this commentary, we discuss the creation of our partnerships, the scientific problem we are addressing (variable response to reading intervention), and the epistemological significance of researcher-practitioner bi-directional learning. (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