In this historical analysis, we examine the context of debates over the role of phonics in literacy and current debates about the science of reading, with a focus on the work and impact of the late literacy scholar Jeanne Chall. We open by briefly tracing the roots of the enduring debates from the 19th and 20th centuries, focusing on beginning reading, decoding, and phonics. Next, we explore insights drawn from the whole language movement as understood by Kenneth Goodman and Yetta Goodman, as well as a synthesis of key ideas from Chall’s critique of the whole language approach. We then analyze the shifts across the three editions of Chall’s Learning to Read: The Great Debate and summarize major ideas from her body of work, such as the stage model of reading development. We suggest that reading instruction should be informed by a broader historical lens in looking at the “science of reading” debates and should draw on a developmental stage model to teaching reading, such as the six-stage model provided by Chall. We describe implications for educators, textbook publishers, researchers, and policymakers that address the current reading debates, and provide considerations of what Chall might say about learning to read in a digital era given the pressures on teacher educators and teachers to align their practice with what is deemed to be the science of reading.

中文翻译：

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证据在哪里？回顾珍妮·查尔 (Jeanne Chall) 和关于阅读科学的持久争论

在这个历史分析中，我们考察了关于语音在读写能力中的作用的争论背景和当前关于阅读科学的争论，重点是已故识字学者珍妮·查尔的工作和影响。我们首先简要追溯 19 世纪和 20 世纪持久争论的根源，重点是开始阅读、解码和语音。接下来，我们探索从 Kenneth Goodman 和 Yetta Goodman 所理解的整个语言运动中得出的见解，以及来自 Chall 对整个语言方法的批评的关键思想的综合。然后，我们分析了查尔的《学习阅读：大辩论》三个版本之间的变化并从她的工作中总结主要思想，例如阅读发展的阶段模型。我们建议阅读教学应该从更广泛的历史视角来看待“阅读科学”的争论，并应该借鉴阅读教学的发展阶段模型，例如 Chall 提供的六阶段模型。我们描述了对解决当前阅读争论的教育工作者、教科书出版商、研究人员和政策制定者的影响，并考虑了在教师教育工作者和教师面临的将他们的实践与什么相结合的压力下，Chall 可能会说关于在数字时代学习阅读的看法。被认为是阅读的科学。