Who is Discussed in Science of Reading Conversations? A Content Analysis

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Abstract

Given the high level of attention to the science of reading in policy and practice, we explored the degree to which readers of different skill levels are reflected in the relevant literature. We measured the frequency of words used to describe readers and classrooms in 58 articles across three special issue journals on the science of reading. Results revealed that words referring to students of different skill levels are not used with similar frequency. Words synonymous with “struggle/struggling” are used significantly more to describe students than words meaning “advanced” or “average.” The findings reveal that reading research tends to address struggling readers more than peers developing reading skills at typical or advanced trajectories. Implications for policy and practice are discussed.

Authors

• Casey Hogan, University of Connecticut

• Catherine A. Little, University of Connecticut