A Call for Parent Perspectives in Research to Inform Literacy Instructional Policy

• In Event: Roundtable Session II
  In Roundtable Session: Empowering Voices in Literacy Policy: Parents, Teachers, and the Politics of Practice

Abstract

As of late 2024, forty states had passed Science of Reading-related laws. Parent advocacy groups catalyzed the legislation, but neither their perspectives nor those of a broader group of parents have been explored to any significant degree through empirical research on reading instruction and its consequences. This theoretical paper calls for research featuring parents’ perspectives on their children’s development linked to school reading in light of recent massive changes in instruction due to policies.

Authors

• Gay Ivey, University of North Carolina-Greensboro

• Erin Quast, Illinois State University

• Brooke Taira, University of Hawaiʻi at Mānoa

• Karole-Ann Friddle, East Carolina University