{"id":1688,"date":"2021-03-17T10:26:37","date_gmt":"2021-03-17T17:26:37","guid":{"rendered":"https:\/\/www.winginstitute.org\/news\/?p=1688"},"modified":"2024-10-22T15:01:06","modified_gmt":"2024-10-22T22:01:06","slug":"how-do-we-interpret-research-on-teaching-reading","status":"publish","type":"post","link":"https:\/\/www.winginstitute.org\/news\/how-do-we-interpret-research-on-teaching-reading\/","title":{"rendered":"How do we interpret basic research on teaching reading instruction?"},"content":{"rendered":"\n<p><strong>What constitutes a science of reading instruction?<\/strong> Recently, the term science of reading has been used in public debate to promote policies and instructional practices based on research on the basic cognitive mechanisms of reading, the neural processes involved in reading, computational models of learning to read, and the like. In this article, the author cautions against instructional over- generalizations based on various kinds of basic research without an adequate consideration of instructional experiments. The author provides several examples of the premature translation of basic research findings into wide-scale pedagogical application.&nbsp;<\/p>\n\n\n\n<p><strong>Citation<\/strong>: Shanahan, T. (2020). What constitutes a science of reading instruction?.&nbsp;<em>Reading Research Quarterly<\/em>,&nbsp;<em>55<\/em>, S235-S247.<\/p>\n\n\n\n<p><strong>Link<\/strong>: <a href=\"https:\/\/cdn.vox-cdn.com\/uploads\/chorus_asset\/file\/24849291\/What_Constitutes_a_Science_of_Reading_Instruction_.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/textproject.org\/assets\/https:\/\/cdn.vox-cdn.com\/uploads\/chorus_asset\/file\/24849291\/What_Constitutes_a_Science_of_Reading_Instruction_.pdf\/Shanahan-Science-of-Reading-2020.pdf<\/a><\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"What constitutes a science of reading instruction? Recently, the term science of reading has been used in public debate to promote policies and instructional practices based on research on the basic cognitive mechanisms of reading, the neural processes involved in reading, computational models of learning to read, and the like. In this article, the author&#8230; <a class=\"view-article\" href=\"https:\/\/www.winginstitute.org\/news\/how-do-we-interpret-research-on-teaching-reading\/\">View Article<\/a>","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[3,18,9,16,7,17],"tags":[],"class_list":["post-1688","post","type-post","status-publish","format-standard","hentry","category-decision-making","category-education-outcomes","category-effective-instruction","category-policy-initiatives","category-quality-teachers","category-societal-outcomes"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.9 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>How do we interpret basic research on teaching reading instruction? - Wing Institute news section<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.winginstitute.org\/news\/how-do-we-interpret-research-on-teaching-reading\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"How do we interpret basic research on teaching reading instruction? - Wing Institute news section\" \/>\n<meta property=\"og:description\" content=\"What constitutes a science of reading instruction? Recently, the term science of reading has been used in public debate to promote policies and instructional practices based on research on the basic cognitive mechanisms of reading, the neural processes involved in reading, computational models of learning to read, and the like. In this article, the author... 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