The Science of Reading: Supports, Critiques, and Questions

Goodwin, Amanda P.; Jiménez, Robert T.

doi:10.1002/rrq.416

Cited by 13 publications

(9 citation statements)

References 24 publications

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“…There was no evidence of aptitude by treatment interaction effects (Cronbach, 1975) whereby initially highperforming students reap greater gains on the Grade 2 transfer measures of reading than initially low-performing students (see the online supplemental material). In the current debates over the science of reading (Goodwin & Jimenez, 2021), there is an emerging consensus that improving the quantity and quality of Tier I content area instruction can help to build the domain knowledge schemas that all children need to read informational text with greater understanding (Cabell & Hwang, 2020;Duke et al, 2021). Given that Black students and Latinx students and students from low and middle socioeconomic status families comprised a majority of our sample, our results further underscore how large-scale implementation of the MORE intervention can support national efforts to equitably improve outcomes for all learners.…”

Section: Building Schemas To Improve Domain-specific Reading Comprehe...mentioning

confidence: 99%

A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.

Kim¹,

Burkhauser²,

Relyea³

et al. 2023

Journal of Educational Psychology

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This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.students who participated in a sustained content literacy intervention from first to second grade made larger improvements on both general reading comprehension and science content reading comprehension outcomes.

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Section: Building Schemas To Improve Domain-specific Reading Comprehe...mentioning

confidence: 99%

A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.

Kim¹,

Burkhauser²,

Relyea³

et al. 2023

Journal of Educational Psychology

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“…In the context of beginning reading instruction for students in special education, it seems reasonable to categorize the task of teaching reading as less well defined, and therefore more likely to be informed by beliefs than knowledge. Given the decades-long reading wars (Shanahan, 2020), the current debate in the popular media (Hanford, 2018; Schwartz & Spark, 2019) and academic journals (e.g., Goodwin & Jiménez, 2021), it also seems reasonable to expect that teachers of beginning reading, particularly of those students having great difficulty learning to read, will have well defined and deeply held beliefs about early reading instruction.…”

Section: Background Literaturementioning

confidence: 99%

Teachers’ Beliefs and Their Students’ Progress in Professional Development

Rodgers

D’Agostino

Berenbon

et al. 2022

Journal of Teacher Education

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We respond to calls for more research to address whether and how successful professional development (PD) experiences (defined here in terms of student progress) are related to changes in teacher beliefs, specifically about effective literacy instruction for young struggling readers. We developed a measure, a Teacher Belief Score, to identify teacher beliefs present in interview data and we used student achievement data to create two contrasting groups of teachers, those whose students had lower progress and those who had higher. While initially in the fall, lower progress and higher progress teachers differed little in their alignment of beliefs with program features; over time, higher progress teachers trended toward beliefs that were aligned with program features, whereas lower progress teachers trended away. Findings suggest the need for an additional component to Guskey’s model of teacher change: attributing student progress to the new instructional practices learned in PD.

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“…Many of the articles referenced in this section derive from the research exploring the cognitive systems and neural processes associated with learning to read (Church et al, 2021) referred to as 'the science of reading' (Goodwin and Jiménez, 2020). Focus topics include phonics, morphological awareness, reading comprehension and reading difficulties.…”

Section: Literacy As a Set Of Skills (55 Articles)mentioning

confidence: 99%

Scoping the field of literacy research: how might a range of research be valuable to primary teachers?

Burnett¹

2022

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.

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The Science of Reading: Supports, Critiques, and Questions

Cited by 13 publications

References 24 publications

A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.

A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.

Teachers’ Beliefs and Their Students’ Progress in Professional Development

Scoping the field of literacy research: how might a range of research be valuable to primary teachers?

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