The Sociocultural Chasm in the "Science of Reading"

Session Type: Invited Speaker Session

Abstract

Literacy education seems to be experiencing a regression as advocacy groups and policy makers force an alignment which overstates and overgeneralizes from selected views of reading development while disregarding socio-cultural factors. The authors question the slant and integrity of these developments. They interrogate the claims including that “the science of reading offers a secure bridge to practice. Instead, the authors argue for a shift from viewing curriculum as generic and standardized, to viewing it as particular and generative, requiring formative and dynamic approaches to design, and a shift from best practices, to best practicing in concert with teachers as cultural workers and learners.

Sub Unit

• SIG-Research in Reading and Literacy

Chair

• Judith L. Green, University of California - Santa Barbara

Papers

• The Sociocultural Chasm in the "Science of Reading" - Robert J. Tierney, University of British Columbia; P. David Pearson, University of California - Berkeley

Discussants

• Carol D. Lee, Northwestern University

• Mia Perry, University of Glasgow

• Graham Hingangaroa Smith, Massey University