Teaching reading is more complex than reading, especially when teaching students from minoritized communities. Teaching reading equitably requires educators to integrate their knowledge of skills involved in reading, assisting students to learn to read, and everyday sociocultural practices and identities of readers. In this article, I examine what research has found across methodological traditions regarding teaching reading equitably, as well as what still needs to be explored. For the “science of reading” community, I frame equitable teaching as effective in assisting student reading performance and meaningful in terms of integrating values and practices from minoritized students’ everyday lives. Drawing largely on interpretive research, I identify sociocultural processes in teaching reading that connect with minoritized students’ everyday identities and experiences, support student initiative and expression, and foster collaborative relationships in the classroom to assist student participation and performance in reading. To advance the science of teaching reading equitably, I recommend that pluralistic research build generalizable evidence regarding effects of equitable teaching on reading and language gains for minoritized students, mechanisms in teaching reading equitably, and processes and materials to support teacher learning to sustain implementation of equitable practices to teach reading.

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公平推进阅读教学科学

教阅读比阅读更复杂，尤其是在教来自少数族裔社区的学生时。公平地教授阅读需要教育工作者将他们的阅读技能知识结合起来，帮助学生学习阅读，以及日常社会文化实践和读者身份。在本文中，我研究了在关于公平阅读教学的方法论传统中的研究发现，以及仍然需要探索的内容。对于“阅读科学”社区，我认为公平教学在帮助学生阅读表现方面是有效的，并且在整合少数族裔学生日常生活中的价值观和实践方面具有意义。主要依靠解释性研究，我确定阅读教学中的社会文化过程与少数族裔学生的日常身份和经历相关联，支持学生的主动性和表达，并在课堂上培养协作关系，以帮助学生参与和阅读阅读表现。为了推进阅读教学公平的科学，我建议多元研究建立关于公平教学对少数族裔学生阅读和语言学习的影响、公平阅读教学机制以及支持教师学习以维持公平实施的过程和材料的普遍证据。教阅读的实践。