QUESTIONING RESEARCH: Distinguishing incredible reading research claims from more credible (and useful) findings.

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Bibliographic Details
Title:	QUESTIONING RESEARCH: Distinguishing incredible reading research claims from more credible (and useful) findings.
Authors:	Hruby, George^1,2 George.hruby@uky.edu
Source:	Literacy Today (2411-7862). Sep/Oct2020, Vol. 38 Issue 2, p18-19. 2p.
Subject Terms:	Literacy education, Education research, Educational planning, Scientific communication, Science publishing
Abstract:	The article focuses on science-based claims in literacy education. Some suggestions for consumers of science-based claims include the need to be cautious of single studies as "proof" as study findings often cannot be replicated, being wary of colorful metaphors and empirical claims. The author suggests taking everything in moderation including scientifically inspired literacy guidance.
Database:	Education Research Complete

Description
Abstract:	The article focuses on science-based claims in literacy education. Some suggestions for consumers of science-based claims include the need to be cautious of single studies as "proof" as study findings often cannot be replicated, being wary of colorful metaphors and empirical claims. The author suggests taking everything in moderation including scientifically inspired literacy guidance.
ISSN:	24117862