Abstract This article explores the ‘reading wars’ from the perspective of instructional psychology, which focuses on the environmental and instructional factors that facilitate students’ progress in learning to read. It draws on research (computational analysis and classroom-based experimental studies) to inform a novel intervention that teaches reading through systematic synthetic phonics and real books, rather than the more traditional phonically decodable reading schemes. The article discusses: (1) the criteria that inform curriculum design, (2) the instructional principles that underpin effective teaching, (3) teaching methodology, (4) an instructional analysis that explains why students are perceived to have difficulties in learning to read, and (5) the implications of instructional psychology for educational psychologists.

中文翻译：

---

教学心理学与教学阅读：结束阅读战争

摘要 本文从教学心理学的角度探讨“阅读大战”，重点关注促进学生阅读学习进步的环境和教学因素。它利用研究（计算分析和基于课堂的实验研究）为一种新颖的干预提供信息，通过系统的合成语音和真实的书籍来教授阅读，而不是更传统的可语音解码的阅读方案。文章讨论了：(1) 指导课程设计的标准，(2) 支持有效教学的教学原则，(3) 教学方法，(4) 解释为什么学生被认为学习阅读有困难的教学分析，以及（5）教学心理学对教育心理学家的影响。