View in EDS

Examining Representations of Reading Education in Images and Headlines Accompanying 'Education Week' Articles on the Science of Reading

Saved in:
Bibliographic Details
Title: Examining Representations of Reading Education in Images and Headlines Accompanying 'Education Week' Articles on the Science of Reading
Language: English
Authors: Stephanie F. Reid (ORCID 0000-0001-8477-2371), Reka C. Barton (ORCID 0000-0003-1003-563X)
Source: Education Policy Analysis Archives. 2025 33(74).
Availability: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Reading Research, Reading Instruction, Imagery, Journalism, Publications, Journal Articles, Content Analysis, Discourse Analysis, News Media, Opinions, Reading Processes
ISSN: 1068-2341
Abstract: This study examined how "Education Week," an education news magazine, represented reading, students, and educators in headlines and images accompanying articles on the Science of Reading. This study drew from multimodal content analysis, thematic analysis, and discourse analysis methods to analyze 87 images from 62 unique articles, opinion pieces, or special reports on the Science of Reading. The authors examined who the images featured and analyzed how these images depicted reading and reading education. The multilayered data analysis resulted in the construction of five themes: (1) the Science of Reading model was presented in uninterrupted ways; (2) reading was depicted as mysterious and goal-less and also as (3) a process in pieces; (4) the wholeness of students and teachers was not recognized; and (5) the images offered narrow representations of education expertise. Ultimately, education journalism enacts powerful public pedagogy that shapes and is shaped by audiences that include policymakers. When literacy education news reporting does not represent the nuance, divergence, and full breadth of conversations about reading instruction, education news risks becoming more aligned with advocacy than with the deep communication of significant issues.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489126
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1489126
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1489126
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Examining Representations of Reading Education in Images and Headlines Accompanying 'Education Week' Articles on the Science of Reading
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Stephanie+F%2E+Reid%22">Stephanie F. Reid</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8477-2371">0000-0001-8477-2371</externalLink>)<br /><searchLink fieldCode="AR" term="%22Reka+C%2E+Barton%22">Reka C. Barton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1003-563X">0000-0003-1003-563X</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+Policy+Analysis+Archives%22"><i>Education Policy Analysis Archives</i></searchLink>. 2025 33(74).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Imagery%22">Imagery</searchLink><br /><searchLink fieldCode="DE" term="%22Journalism%22">Journalism</searchLink><br /><searchLink fieldCode="DE" term="%22Publications%22">Publications</searchLink><br /><searchLink fieldCode="DE" term="%22Journal+Articles%22">Journal Articles</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22News+Media%22">News Media</searchLink><br /><searchLink fieldCode="DE" term="%22Opinions%22">Opinions</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1068-2341
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined how "Education Week," an education news magazine, represented reading, students, and educators in headlines and images accompanying articles on the Science of Reading. This study drew from multimodal content analysis, thematic analysis, and discourse analysis methods to analyze 87 images from 62 unique articles, opinion pieces, or special reports on the Science of Reading. The authors examined who the images featured and analyzed how these images depicted reading and reading education. The multilayered data analysis resulted in the construction of five themes: (1) the Science of Reading model was presented in uninterrupted ways; (2) reading was depicted as mysterious and goal-less and also as (3) a process in pieces; (4) the wholeness of students and teachers was not recognized; and (5) the images offered narrow representations of education expertise. Ultimately, education journalism enacts powerful public pedagogy that shapes and is shaped by audiences that include policymakers. When literacy education news reporting does not represent the nuance, divergence, and full breadth of conversations about reading instruction, education news risks becoming more aligned with advocacy than with the deep communication of significant issues.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1489126
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1489126
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Reading Research
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Imagery
        Type: general
      – SubjectFull: Journalism
        Type: general
      – SubjectFull: Publications
        Type: general
      – SubjectFull: Journal Articles
        Type: general
      – SubjectFull: Content Analysis
        Type: general
      – SubjectFull: Discourse Analysis
        Type: general
      – SubjectFull: News Media
        Type: general
      – SubjectFull: Opinions
        Type: general
      – SubjectFull: Reading Processes
        Type: general
    Titles:
      – TitleFull: Examining Representations of Reading Education in Images and Headlines Accompanying 'Education Week' Articles on the Science of Reading
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Stephanie F. Reid
      – PersonEntity:
          Name:
            NameFull: Reka C. Barton
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 1068-2341
          Numbering:
            – Type: volume
              Value: 33
            – Type: issue
              Value: 74
          Titles:
            – TitleFull: Education Policy Analysis Archives
              Type: main
ResultId 1