In this article, we contend that in media stories on the science of reading, journalists have relied on strategic metaphorical framing to present reading education as a public crisis with a narrow and settled solution. Drawing on data from a critical metaphor analysis of 37 media stories, we demonstrate how frames used in recent media reporting have intensified the reading wars, promoting conflict and hampering conversation among stakeholders and across research paradigms and methodologies. The media have asserted a direct connection between basic research and instructional practice that, without sufficient translational research that attends to a variety of instructional contexts and student populations, may perpetuate inequities. We end with an example of collaboration and a challenge to reframe reading education in ways that center collaboration and conversation rather than conflict.

中文翻译：

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冲突还是对话？阅读科学的媒体描绘

在这篇文章中，我们认为，在关于阅读科学的媒体报道中，记者们依靠战略性的隐喻框架将阅读教育呈现为一场公共危机，并提供了一个狭隘而固定的解决方案。我们利用对 37 个媒体报道的批判性隐喻分析的数据，展示了最近媒体报道中使用的框架如何加剧了阅读战争，促进了利益相关者之间以及跨研究范式和方法论的冲突和阻碍了对话。媒体已经断言基础研究和教学实践之间存在直接联系，如果没有足够的针对各种教学环境和学生群体的转化研究，可能会使不平等长期存在。