Unpacking Equity in the Science of Reading Research: A Systematic Review of Historical Absences, Present Misconceptions, and Future Possibilities

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 3
  In Roundtable Session: Reframing Discourses Toward Educational Justice

Abstract

This study presents a systematic review of how equity is conceptualized and operationalized within Science of Reading (SoR) scholarship. Drawing on critical and justice-oriented frameworks, we analyzed 36 peer-reviewed studies to examine how SoR research defines equity, which dimensions are addressed, and how marginalized student populations are represented. Findings reveal a significant disconnect between equity claims in policy and the empirical research base, with limited attention to race, language, or historical injustice. This review surfaces historical absences, present misconceptions, and future possibilities for equity-centered SoR work. Our findings contribute to reimagining literacy research by calling for more interdisciplinary and justice-oriented approaches, aligning with AERA’s 2026 theme of unforgetting histories and constructing equitable educational futures.

Authors

• JaNiece M. Elzy-Palmer, Texas Woman's University

• Alexandra Babino, Texas Woman's University

• Thomanique Hubbard, Texas Woman's University