'Phonics Monkeys' and 'Real Life Reading': Heteroglossic Views of a State Reading Initiative
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| Title: | 'Phonics Monkeys' and 'Real Life Reading': Heteroglossic Views of a State Reading Initiative |
|---|---|
| Language: | English |
| Authors: | Megan Chaffin (ORCID |
| Source: | Literacy Research and Instruction. 2024 63(3):257-278. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Reading Instruction, Literacy Education, State Programs, Educational Policy, Educational Legislation, State Officials, Elementary School Teachers, Secondary School Teachers, Administrators, Parents, Intervention, Professional Autonomy, Interprofessional Relationship, Barriers, Interpersonal Communication, Phonics, Phonemic Awareness |
| DOI: | 10.1080/19388071.2023.2271085 |
| ISSN: | 1938-8071 |
| Abstract: | Framed by Bakhtinian theories of authoritative discourse and heteroglossia, this study examines perceptions of a Science-of-Reading-based state reading initiative five years into implementation. Using interview transcripts, researchers engaged in polyphonic analysis to bring the voices of teachers, reading interventionists, parents, administrators, and state department of education officials into created dialogue. Findings from this qualitative study suggest there were contrasting perspectives about reading and the SRI, that many participants felt the initiative narrowed reading instruction and constrained teachers' agency, and that, overall, there have been limited opportunities for dialogue about the initiative. Findings demonstrate that a narrow view of reading research may silence and delegitimize some stakeholder voices. This state's goal of sharpening the focus of reading instruction led to instruction that was perceived by some stakeholders as narrow, boring, and meaningless, unlikely to create the statewide culture of reading that was targeted. Implications for this and future state reading initiatives point to the value of dialogue among varied stakeholders, which might allow for the idiosyncrasies of the teaching and learning of reading and writing to be addressed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1425331 |
| Database: | ERIC |
| Abstract: | Framed by Bakhtinian theories of authoritative discourse and heteroglossia, this study examines perceptions of a Science-of-Reading-based state reading initiative five years into implementation. Using interview transcripts, researchers engaged in polyphonic analysis to bring the voices of teachers, reading interventionists, parents, administrators, and state department of education officials into created dialogue. Findings from this qualitative study suggest there were contrasting perspectives about reading and the SRI, that many participants felt the initiative narrowed reading instruction and constrained teachers' agency, and that, overall, there have been limited opportunities for dialogue about the initiative. Findings demonstrate that a narrow view of reading research may silence and delegitimize some stakeholder voices. This state's goal of sharpening the focus of reading instruction led to instruction that was perceived by some stakeholders as narrow, boring, and meaningless, unlikely to create the statewide culture of reading that was targeted. Implications for this and future state reading initiatives point to the value of dialogue among varied stakeholders, which might allow for the idiosyncrasies of the teaching and learning of reading and writing to be addressed. |
|---|---|
| ISSN: | 1938-8071 |
| DOI: | 10.1080/19388071.2023.2271085 |
