This is the fourth of six blog posts which will be reviewed on this site, in this post the authors examine the many terms used to describe the teaching of reading. They note that over the last decade over 14,000 peer reviewed journal articles have been published that have included ‘the keyword reading ‘. The authors argue that knowledge about the teaching of reading is, and always has been evolving. While these articles may have been peer reviewed, they do not represent a single perspective about the teaching of reading. Rather this article attempts to provide a useful and detailed explanation of acronyms like SL, SVR and SoR and the important differences between seemingly identical terms like the ‘Science of Reading’ and the ‘science of teaching reading’. They also note that the expertise which teachers have developed through classroom observation may be at odds with laboratory results. In the next post they look at classroom practices and the differences between structured literacy, whole language and balanced literacy.
Reference: Mackenzie,N. & Tassone,M. (2024, August,20). READING part four: is the science of reading settled? Edu Research Matters.