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'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 0009-0008-8468-8952), Holly Sheppard Riesco (ORCID 0000-0002-7118-851X), Kathryn Hackett-Hill (ORCID 0009-0000-7590-5152), Vicki Collet (ORCID 0000-0002-9950-0165), Megan Yates Grizzle (ORCID 0009-0003-7017-6239), Jacob Warren
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
FullText Text:
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  Data: 'Phonics Monkeys' and 'Real Life Reading': Heteroglossic Views of a State Reading Initiative
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  Data: <searchLink fieldCode="AR" term="%22Megan+Chaffin%22">Megan Chaffin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-8468-8952">0009-0008-8468-8952</externalLink>)<br /><searchLink fieldCode="AR" term="%22Holly+Sheppard+Riesco%22">Holly Sheppard Riesco</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7118-851X">0000-0002-7118-851X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kathryn+Hackett-Hill%22">Kathryn Hackett-Hill</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-7590-5152">0009-0000-7590-5152</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vicki+Collet%22">Vicki Collet</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9950-0165">0000-0002-9950-0165</externalLink>)<br /><searchLink fieldCode="AR" term="%22Megan+Yates+Grizzle%22">Megan Yates Grizzle</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-7017-6239">0009-0003-7017-6239</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jacob+Warren%22">Jacob Warren</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Literacy+Research+and+Instruction%22"><i>Literacy Research and Instruction</i></searchLink>. 2024 63(3):257-278.
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  Data: 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
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  Data: 22
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22State+Programs%22">State Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22State+Officials%22">State Officials</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Autonomy%22">Professional Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+Relationship%22">Interprofessional Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Phonemic+Awareness%22">Phonemic Awareness</searchLink>
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  Data: 10.1080/19388071.2023.2271085
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  Data: 1938-8071
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: EJ1425331
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1425331
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      – SubjectFull: Literacy Education
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      – SubjectFull: State Programs
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