The Sociocultural Chasm in the "Science of Reading"

• In Event: The Sociocultural Chasm in the "Science of Reading"

Abstract

This paper questions the “science of reading” as offering a secure bridge to practice and instead argues for socio-cultural grounded forms of best practicing. The paper argues for a shift from viewing curriculum as generic and standardized to viewing it as particular and generative—requiring formative and dynamic approaches to design. It requires tantamount to a shift from best practices to best practicing in concert with teachers assuming a position as cultural workers and learners.

Authors

• Robert J. Tierney, University of British Columbia
  Presenting Author

• P. David Pearson, University of California - Berkeley
  Presenting Author