What Research Has Revealed about Readers' Struggles with Comprehension in the Digital Age: Moving beyond the Phonics versus Whole Language Debate
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| Title: | What Research Has Revealed about Readers' Struggles with Comprehension in the Digital Age: Moving beyond the Phonics versus Whole Language Debate |
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| Language: | English |
| Authors: | Alexander, Patricia A. (ORCID |
| Source: | Reading Research Quarterly. Sep 2020 55(1):S89-S97. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Phonics, Reading Research, Whole Language Approach, Barriers, Reading Comprehension, Reading Processes, Information Systems, Information Technology, Reading Instruction, Reading Skills |
| DOI: | 10.1002/rrq.331 |
| ISSN: | 0034-0553 |
| Abstract: | The purpose of this article is to look anew at the concepts of reading, reading development, and reading research as they exist beyond the boundaries of the "science of reading" controversy. The context for this reconceptualization is reading in the digital age and the challenges that today's readers confront daily. Those challenges include information saturation, the proliferation of misleading and malicious online content, the struggle to use valid evidence to support claims, and the tendency to treat complex issues in an overly simplistic fashion. How these concerns pertain to the ongoing "science of reading" debate is also considered. The author concludes with an overview of three recommendations for addressing the challenges faced by readers in this digital age. If they are to be realized, these recommendations require the consolidated effort of reading researchers, reading educators, school leaders, parents, policymakers, and students themselves. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1267408 |
| Database: | ERIC |
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| Abstract: | The purpose of this article is to look anew at the concepts of reading, reading development, and reading research as they exist beyond the boundaries of the "science of reading" controversy. The context for this reconceptualization is reading in the digital age and the challenges that today's readers confront daily. Those challenges include information saturation, the proliferation of misleading and malicious online content, the struggle to use valid evidence to support claims, and the tendency to treat complex issues in an overly simplistic fashion. How these concerns pertain to the ongoing "science of reading" debate is also considered. The author concludes with an overview of three recommendations for addressing the challenges faced by readers in this digital age. If they are to be realized, these recommendations require the consolidated effort of reading researchers, reading educators, school leaders, parents, policymakers, and students themselves. |
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| ISSN: | 0034-0553 |
| DOI: | 10.1002/rrq.331 |
