Media, Legislation, and the Science of Reading: Understanding Policy Narratives for a Path to Collaboration

• In Event: Enacting Curriculum Policy Reform With Equity and Inclusion Goals: Exploring Barriers and Possibilities

Abstract

In this paper, we examine the intersections of Science of Reading research, media coverage, and Colorado state literacy policy. Using frame analysis, we identify how policy and media documents define a reading achievement problem in Colorado, and analyze the values, assumptions, and agendas implied by such problem definitions. We find diagnostic frames that define a broad, state-level problem, with curriculum and teacher training mandates as proposed solutions. Underlying these frames are narratives of objectivity, economic health as the purpose of literacy education, and the goal of monitoring teacher knowledge. This examination of policy implications is a first step for literacy researchers in creating a relevant research agenda grounded in equity.

Authors

• Emily Johns-O'Leary, University of Colorado - Boulder

• Olivia J Cox, University of Colorado - Boulder