Where Is the Evidence? Looking Back to Jeanne Chall and Enduring Debates about the Science of Reading
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| Title: | Where Is the Evidence? Looking Back to Jeanne Chall and Enduring Debates about the Science of Reading |
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| Language: | English |
| Authors: | Semingson, Peggy, Kerns, William |
| Source: | Reading Research Quarterly. May 2021 56:S157-S169. |
| 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: | 13 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Reading Research, Phonics, Literacy, Beginning Reading, Decoding (Reading), Whole Language Approach, Criticism, Developmental Stages, Reading Instruction |
| DOI: | 10.1002/rrq.405 |
| ISSN: | 0034-0553 |
| Abstract: | In this historical analysis, we examine the context of debates over the role of phonics in literacy and current debates about the science of reading, with a focus on the work and impact of the late literacy scholar Jeanne Chall. We open by briefly tracing the roots of the enduring debates from the 19th and 20th centuries, focusing on beginning reading, decoding, and phonics. Next, we explore insights drawn from the whole language movement as understood by Kenneth Goodman and Yetta Goodman, as well as a synthesis of key ideas from Chall's critique of the whole language approach. We then analyze the shifts across the three editions of Chall's "Learning to Read: The Great Debate" and summarize major ideas from her body of work, such as the stage model of reading development. We suggest that reading instruction should be informed by a broader historical lens in looking at the "science of reading" debates and should draw on a developmental stage model to teaching reading, such as the six-stage model provided by Chall. We describe implications for educators, textbook publishers, researchers, and policymakers that address the current reading debates, and provide considerations of what Chall might say about learning to read in a digital era given the pressures on teacher educators and teachers to align their practice with what is deemed to be the science of reading. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1298082 |
| Database: | ERIC |
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| Abstract: | In this historical analysis, we examine the context of debates over the role of phonics in literacy and current debates about the science of reading, with a focus on the work and impact of the late literacy scholar Jeanne Chall. We open by briefly tracing the roots of the enduring debates from the 19th and 20th centuries, focusing on beginning reading, decoding, and phonics. Next, we explore insights drawn from the whole language movement as understood by Kenneth Goodman and Yetta Goodman, as well as a synthesis of key ideas from Chall's critique of the whole language approach. We then analyze the shifts across the three editions of Chall's "Learning to Read: The Great Debate" and summarize major ideas from her body of work, such as the stage model of reading development. We suggest that reading instruction should be informed by a broader historical lens in looking at the "science of reading" debates and should draw on a developmental stage model to teaching reading, such as the six-stage model provided by Chall. We describe implications for educators, textbook publishers, researchers, and policymakers that address the current reading debates, and provide considerations of what Chall might say about learning to read in a digital era given the pressures on teacher educators and teachers to align their practice with what is deemed to be the science of reading. |
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| ISSN: | 0034-0553 |
| DOI: | 10.1002/rrq.405 |
