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Troubling the Science of Reading: A Sampler of Current Critiques
Fri, December 6, 1:15 to 2:45pm, Westin Peachtree Plaza, Floor: 6th, Chastain FSession Submission Type: Symposium
Abstract
In this panel-styled symposium, literacy scholars who have published or presented peer-reviewed analytic critiques of Science of Reading research, media, legislation, instruction, and/or assessment data will quickly share their work on evidence, rationales, and possible future trends. Discussion with attendees will follow. Feedback for future publications will be encouraged.
Content Area
Chair
Discussants
Individual Presentations
Federal Pandemic Learning Lag Relief Funding and the Science of Reading - George G. Hruby, University of Kentucky
Reading Research and Problematic Claims: Making a Legitimate Research-Based Argument - Catherine Compton-Lilly, University of South Carolina
Curricula and Screeners that Make the Short-list: An Analysis of Approvals - Rachael Gabriel, University of Connecticut
The Unstable Meanings of “Balanced Literacy” - Marjorie Rowe, East Carolina University
Metaphor in Science of Reading Media - Deborah A MacPhee, Illinois State University
A Research Alignment Analysis of LETRS - Laurie "Darian" Thrailkill, East Carolina University
Who Builds the Knowledge? - Michael S Havazelet, Vanderbilt Univesity
Advocating Research-based Literacy Instruction - Catherine Compton-Lilly, University of South Carolina; Kathryn Champeau, WSRA