How the Science of Reading Informs 21st-Century Education.
How the Science of Reading Informs 21st-Century Education.
复制标题
阅读科学如何为21世纪的教育提供信息。
DOI：
10.1002/rrq.352
复制
发表时间：
2020-09
影响因子：
4.2
通讯作者：
Wagner RK
中科院分区：
文献类型：
--
作者：
Petscher Y;Cabell SQ;Catts HW;Compton DL;Foorman BR;Hart SA;Lonigan CJ;Phillips BM;Schatschneider C;Steacy LM;Terry NP;Wagner RK
阅读的科学应该由建立在科学方法基础上的不断发展的证据基础来告知。几十年的基础研究和随机对照试验的干预措施和教学程序已经形成了一个坚实的证据基础，以指导最佳实践的阅读教学，阅读干预，和早期识别的风险读者。关于什么构成阅读科学的问题最近重新浮出水面，导致公共空间的错误信息，可能被教育利益相关者视为科学家之间的意见分歧。本文的目的是通过认识论的透镜重新审视阅读科学，澄清什么构成了阅读科学中的证据，并对阅读科学提供的证据进行批判性评估。为此，我们总结了那些我们认为有令人信服的证据，有希望的证据，或缺乏令人信服的证据的事情。最后，我们讨论的重点领域，我们相信将推进科学的阅读，以满足所有儿童在21世纪世纪的需求。
The science of reading should be informed by an evolving evidence base built upon the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at-risk readers. The recent resurfacing of questions about what constitutes the science of reading is leading to misinformation in the public space that may be viewed by educational stakeholders as merely differences of opinion among scientists. Our goals in this paper are to revisit the science of reading through an epistemological lens to clarify what constitutes evidence in the science of reading and to offer a critical evaluation of the evidence provided by the science of reading. To this end, we summarize those things that we believe have compelling evidence, promising evidence, or a lack of compelling evidence. We conclude with a discussion of areas of focus that we believe will advance the science of reading to meet the needs of all children in the 21st century.
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影响因子：
3.7
作者：
Cabell, Sonia Q.;Justice, Laura M.;Forston, Lindsay D.
通讯作者：
Forston, Lindsay D.
影响因子：
4.9
作者：
Blachman, Benita A.;Schatschneider, Christopher;Vaughn, Michael G.
通讯作者：
Vaughn, Michael G.
影响因子：
4.2
作者：
Cabell, Sonia Q.;Hwang, HyeJin
通讯作者：
Hwang, HyeJin
影响因子：
2.4
作者：
Berkeley, Sheri;Scruggs, Thomas E.;Mastropieri, Margo A.
通讯作者：
Mastropieri, Margo A.
影响因子：
3.7
作者：
Casini, Laurence;Pech-Georgel, Catherine;Ziegler, Johannes C.
通讯作者：
Ziegler, Johannes C.