Literacy Research Association by Maren Aukerman, The University of Calgary
At least two questions are critical for assessing journalistic quality. First, does the writing exhibit bias that distorts the truth? And, second, does the writer understand the topic deeply enough to report on it accurately? In the field of reading education, these issues have come to the fore with a recent explosion of journalism about the “science of reading.” 1 2 3 Teachers, policymakers, and parents hunger for information about good reading instruction, yet journalism on the topic can be grossly oversimplified. In a three-part Critical Conversations series, I examine how well-intentioned journalism about the “science of reading” is frequently biased and inadequately research-based, ultimately making the case that such reporting has damaging consequences for the teaching of early reading. In this article, the first of the series, I highlight media bias.
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