The Science of Reading: Teacher Preparation, Research, and Policy

Session Submission Type: Symposium

Abstract

The term the “science of reading” has taken center stage recently in the media. Unfortunately, current use of the term has frequently consigned discussions to phonemic awareness and phonics, while vocabulary and comprehension are rarely mentioned. This misrepresentation of the reading research base has considerable consequences for multiple stakeholders. In this session, four LRA members will describe how they are responding to the current debate in their roles as teacher educators, researchers, and policy-makers.

Content Area

• AREA 4. Public Engagement and Policy in Literacy

Chair

• Elfrieda H. Hiebert, TextProject

Discussant

• Timothy Shanahan, University of Illinois at Chicago

Individual Presentations

• Preparing Teachers in Evidence-Based Instruction - Holly L. Lane, University of Florida

• Examining Research Evidence for Phonics Instruction: What We Know and What We Still Need to Learn - Elfrieda H. Hiebert, TextProject

• Bringing Evidence to Bear in State-Wide Policies and Practices - Caitlin Dooley, Georgia Department of Education