Russ on Reading: Defeating the Science of Reading Narrative, Part 1: Focus on the ChildDefeating the Science of Reading Narrative, Part 1: Focus on the Child
Last week I wrote a post, Unsettling the Science of Reading Narrative that highlighted a new report from the Literacy Research Association, on dyslexia and the Science of Reading. The report titled An Examination of Literacy Research and Instruction, with Policy Implications, by Peter Johnston and Donna Scanlon, posits that 1) "dyslexia" is not a useful term for guiding teachers in making literacy instructional decisions and that 2) the "Science of Reading (SOR)" narrative, which states that a heavy phonics emphasis is the best and only way to teach reading to dyslexics and everyone else, is neither accurate nor scientific. Several readers of that post responded favorably, but asked, "Given that SOR has the support of the media, powerful parent lobbying groups, and state legislatures, what can we as teachers and literacy leaders do about it?" The question is a good one and the answer is complex. I will try to respond to that question over the next CONTINUE READING: Russ on Reading: Defeating the Science of Reading Narrative, Part 1: Focus on the Child
