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What Matters Most? Toward a Robust and Socially Just Science of Reading
Reading Research Quarterly ( IF 4.957 ) Pub Date : 2021-05-06 , DOI: 10.1002/rrq.406
Maren Aukerman , Lorien Chambers Schuldt

Science of reading is a term that has been used variously, but its use within research, policy, and the press has tended to share one important commonality: an intensive focus on assessed reading proficiency as the primary goal of reading instruction. Although well intentioned, this focus directs attention toward a problematically narrow slice of reading. In this article, we propose a different framework for the science of reading, one that draws on existing literacy research in ways that could broaden and deepen instruction. The framework proposes, first, that reading education should develop textual dexterity across grade levels in the four literate roles first proposed by Freebody and Luke: code breaker (decodes text), text participant (comprehends text), text user (applies readings of text to accomplish things), and text analyst (critiques text). Second, the framework suggests that reading education should nurture important literate dispositions alongside those textual capacities, dispositions that include reading engagement, motivation, and self-efficacy. Justification is offered for the focus on textual dexterity and literate dispositions, and we include research-based suggestions about how reading educators can foster student growth in these areas. Finally, we propose that reading education should attend closely to linguistic, cultural, and individual variation, honoring and leveraging different strengths and perspectives that students bring to and take away from their learning. Reimagining a science of reading based on these principles has the potential to make it both more robust and more socially just, particularly for students from nondominant cultures.

中文翻译:

什么最重要?迈向稳健和社会公正的阅读科学

阅读科学是一个被广泛使用的术语,但它在研究、政策和媒体中的使用往往有一个重要的共同点:集中关注评估阅读能力作为阅读教学的主要目标。尽管本意是好的,但这种关注将注意力引向了有问题的狭隘阅读领域。在本文中,我们为阅读科学提出了一个不同的框架,该框架以可以扩大和深化教学的方式利用现有的识字研究。该框架提出,首先,阅读教育应在 Freebody 和 Luke 首次提出的四个识字角色中培养跨年级的文本灵活性:密码破解者(解码文本)、文本参与者(理解文本)、文本用户(将文本阅读应用于完成事情)和文本分析师(评论文本)。第二,该框架建议,阅读教育应该培养重要的识字能力,以及包括阅读参与、动机和自我效能在内的文本能力。为关注文本灵活性和识字倾向提供了理由,我们还提供了有关阅读教育者如何在这些领域促进学生成长的基于研究的建议。最后,我们建议阅读教育应密切关注语言、文化和个体差异,尊重和利用学生在学习中带来和带走的不同优势和观点。重新构想基于这些原则的阅读科学有可能使其更加强大和更加社会公正,特别是对于来自非主流文化的学生。
更新日期:2021-05-31
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