View in EDS PDF Full Text

Drawing on Reading Science without Starting a War

Saved in:
Bibliographic Details
Title: Drawing on Reading Science without Starting a War
Language: English
Authors: Riley, Benjamin
Source: Educational Leadership. Feb 2020 77(5):16-22.
Availability: ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Peer Reviewed: N
Page Count: 7
Publication Date: 2020
Document Type: Journal Articles
Reports - Descriptive
Tests/Questionnaires
Education Level: Elementary Education
Descriptors: Reading Instruction, Teaching Methods, Scientific Research, Reading Research, Advocacy, Reading Teachers, Evidence Based Practice, Educational Principles, Elementary Education, Educational Change
ISSN: 0013-1784
Abstract: Recent research into reading has revealed much about how people learn to read, and Riley expresses optimism that educators might adopt much of this reading science into how they teach reading without triggering new "reading wars" between advocates of phonics and whole language. He summarizes indisputable facts recent scientific research reveals about reading, with implications for the classroom. Riley shows how some educators are now tapping those findings and gives suggestions for how to advocate for "reading science."
Abstractor: As Provided
Entry Date: 2020
Access URL: https://www.ascd.org/publications/educational-leadership/feb20/vol77/num05/Drawing-on-Reading-Science-Without-Starting-a-War.aspx
Accession Number: EJ1242174
Database: ERIC
Description
Abstract:Recent research into reading has revealed much about how people learn to read, and Riley expresses optimism that educators might adopt much of this reading science into how they teach reading without triggering new "reading wars" between advocates of phonics and whole language. He summarizes indisputable facts recent scientific research reveals about reading, with implications for the classroom. Riley shows how some educators are now tapping those findings and gives suggestions for how to advocate for "reading science."
ISSN:0013-1784