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"science of reading"
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Islam and controversy : the politics of free speech after Rushdie
\"Was Salman Rushdie right to have written The Satanic Verses? Were the protestors right to have protested? What about the Danish cartoons? Is giving offence simply about the right to freedom of expression, and what is really happening when people take offence? Using case studies of a number of Muslim-related freedom of speech controversies surrounding (in)famous, controversial texts such as The Satanic Verses, The Jewel of Medina, the Danish cartoons of Muhammed and the film Submission by Theo van Gogh, this book examines the moral questions raised by such controversies, questions that are often set aside at the time, such as whether the authors and artists involved were right to have done what they did and whether those who protested against them were right to have responded in such a way. In so doing, it argues that the giving and taking of offence are political performances that struggle to define and re-define freedom, and suggests that any attempt to establish a language of inter-cultural communication appropriate to multicultural societies is an ethical as opposed to merely political or legal task, involving dialogue and negotiation over fundamental values and principles. Overall, this important book constitutes a sustained critique of liberal arguments for freedom of speech, in particular of the liberal discourse that took shape in response to the Rushdie controversy and has, in the twenty-five years since, become almost an orthodoxy for many intellectuals, artists, journalists and politicians living and working in Britain (and elsewhere in the West) today. \"-- Provided by publisher.
BOOK
What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews
The science of reading (SOR) refers to the sum of what we know about how people learn to read based on empirical studies across multiple disciplines. The purpose of this review was to identify research evidence to inform the SOR for multilingual learners (MLs). We reviewed 30 systematic reviews related to reading and reading instruction for MLs conducted primarily in K-5 U.S. classrooms. Results identified four broad clusters of components related to English reading comprehension as well as instructional practices and programs effective in addressing each component. Clusters included oral language, phonological awareness, decoding and oral reading fluency, and reading comprehension. Notably, oral language and reading skills in both MLs’ first language and in English were essential components of the SOR for MLs. Implications for theory and research as well as policy, curriculum, and instruction are provided.
Journal Article
Timely Reading
This is a theoretical paper which presents a Distributed Cognition (DCog) perspective on reading that supplements existing approaches to account for phenomena that appear contradictory. The DCog approach moves understandings of reading beyond the individualistic, mental processing of text to a consideration of reading as situated, embodied material engagement that draws on multiple timescales. Drawing on the field of cognitive anthropology, the DCog framework situates reading within an ecology of three closely connected dimensions: 1) mind-body-material environment coordination, 2) distribution across a social group, and 3) distribution across time. By integrating cognitive, affective, sensory-motor, and cultural dimensions, this framework provides a robust approach to understanding contemporary reading practices in complex multimedia environments. The resulting conceptualisation of reading accounts for seeming disparities in existing empirical research without the need for ad hoc adjustments as new reading ecologies emerge, for instance with digitisation. It is also sufficiently simple to promote communication of research findings to practitioners in the field.
Journal Article
Where is motivation in the science of reading?
Recently, the science of reading has garnered much attention in elementary schools across the U.S. The science of reading is a body of research on learning to read that has been accumulated through systematic inquiry. Seth A. Parsons and Joy Dangora Erickson argue that the way the science of reading is being implemented is missing a key ingredient: motivation. There is an expansive research base on the importance of motivation for learning. Using practical guidelines, they advocate infusing the science of reading with research on reading motivation to design instruction that optimally supports young learners.
Journal Article
Delivering on the Promise of the Science of Reading for All Children
If the science of reading is the solution, then why are so many Black and Brown children not reading well in school? Reconciling the science with the lived experiences of children who are vulnerable to poor academic achievement in school may be requisite to unlocking the transformative innovation needed to ensure that every child can read and succeed in school.
Journal Article
A position paper on researching braille in the cognitive sciences: decentering the sighted norm
This article positions braille as a writing system worthy of study in its own right and on its own terms. We begin with a discussion of the role of braille in the lives of those who read and write it and a call for more attention to braille in the reading sciences. We then give an overview of the history and development of braille, focusing on its formal characteristics as a writing system, in order to acquaint sighted print readers with the basics of braille and to spark further interest among reading researchers. We then explore how print-centric assumptions and sight-centric motivations have potentially negative consequences, not only for braille users but also for the types of questions researchers think to pursue. We conclude with recommendations for conducting responsible and informed research about braille. We affirm that blindness is most equitably understood as but one of the many diverse ways humans experience the world. Researching braille literacy from an equity and diversity perspective provides positive, fruitful insights into perception and cognition, contributes to the typologically oriented work on the world’s writing systems, and contributes to equity by centering the perspectives and literacy of the people who read and write braille.
Journal Article
Thinking through research and the science of reading
The science of reading has captured the attention of educators, policy makers, and the public. Elfrieda H. Hiebert recounts some of what she’s learned from her recent exploration of the topic. She has found that research evidence tends to fall into three categories: research that provides unequivocal conclusions, research that holds promise for solving enduring problems, and research that calls into question long-standing assumptions. When it comes to reading, research is clear that students should learn consistent and common patterns in how letters relate to sounds. Emerging research suggests that automaticity in recognizing letter-sound patterns in words is a function of the frequency with which students encounter patterns in words, making the amount that students read an essential consideration in reading instruction. Research calls into question common assumptions about the 4th-grade slump and what below-basic performance looks like. Understanding the sources of below-basic performances can support students in becoming proficient readers.
Journal Article
The Influence of Culturally Responsive Literacy Practices on Students’ Literacy Motivation
This study investigated the influence of a high intensity reading tutoring intervention program combining culturally responsive literacy (CRL) and science-of-reading (SOR) practices on primary grade students’ literacy motivation. Participants included 10 university-trained tutors working with 38 kindergarten through third-grade students who experienced literacy challenges in two urban elementary schools in the mid-Atlantic region of the United States. Students completed a 6-week CRL-SOR-integrated intervention program with their tutors. Participant interviews and self-reflections on tutoring activities were thematically coded for student literacy motivation based on literacy identity dimensions of criticality, identity, intellect, joy, and skill. Findings revealed that literacy identity dimensions were more frequently associated with CRL-SOR integrated activities and CRL activities, as compared to SOR activities alone. Additionally, literacy identity dimensions were differentially associated with CRL, CRL-SOR, and SOR activities. The findings have practical and research implications in addressing student literacy motivation and literacy identity through CRL-SOR integrated practices.
Plain language summary
Culturally responsive literacy practices and student motivation
This paper describes a tutoring program in reading using culturally responsive literacy (CRL) practices with elementary students in two schools located in the United States. Research on student literacy motivation and identity is presented, with a framework for student literacy motivation through CRL practices. Findings from tutor and student interviews and self-reflections show connections between student literacy motivation and literacy identity in CRL integrated practices. The findings have implications for practice, research, and policy in re-centering reading interventions to reflect dimensions of student literacy identity to foster literacy motivation. A resource section for literacy educators is included in the Appendix.
Journal Article
Learning with Leaders: Rally around the kids: Angélica Infante-Green
In the Learning with Leaders column, PDK CEO James F. Lane talks with Angélica Infante-Green, the Rhode Island commissioner of elementary and secondary education. She shares how the students in her state have seen success in CTE programs. She also talks about how Rhode Island is changing the high school credit structure and suggests ways to create a robust pipeline for teachers.
Journal Article