A Confluence of Complexity: Intersections among Reading Theory, Neuroscience, and Observations of Young Readers

Autor/inn/en	Compton-Lilly, Catherine F.; Mitra, Ayan; Guay, Mary; Spence, Lucy K.
Titel	A Confluence of Complexity: Intersections among Reading Theory, Neuroscience, and Observations of Young Readers
Quelle	In: Reading Research Quarterly, 55 (2020), (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.348
Schlagwörter	Stellungnahme; Reading Instruction; Reading Research; Brain; Reading Processes; Children; Student Characteristics; Educational Needs; Equal Education; Theories; Neurosciences + Suchen Sie Ihr Suchwort? Leseunterricht; Leseforschung; Gehirn; Leseprozess; Child; Kind; Kinder; Educational need; Bildungsbedarf; Theory; Theorie; Neuroscience; Neurowissenschaften; Neurowissenschaft
Abstract	In this position article, the authors explore a confluence of evidence that supports the understanding that multiple factors, various processes, and multiple sources of information inform reading. The authors open by briefly describing concerns related to how some scholars and media reporters have characterized the simple view of reading and narrowly applied that model to teaching young readers. The authors then explore a confluence of complexity across (a) theoretical models of reading based on empirical research, (b) emerging information related to the brain and reading, and (c) research findings based on close observations of young learners. Finally, the authors argue that reductive and singular models of reading fail to not only honor the individuality of young readers but also to recognize the systemic changes needed in schools and communities to equitably serve all students. (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	2022/1/01