Aukerman, M., & Chambers Schuldt, L. (2021) Reading Research Quarterly, 56(1), S85-S103
The authors of this article argue that both ‘good reading’ and ‘good instruction’ are not just cognitive practices but social and cultural ones which are experienced in historical contexts. A different, broader framework is proposed for the science of reading, one based on the four literate roles 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)”. This framework addresses ‘curriculum and standards, assessment, and teacher preparation’ as well as the linguistic and cultural diversity that students bring to school. The title suggests that social justice is the focus of this framework, and this includes the ability of students to develop ‘textual dexterity’ ;‘what students can do with a text’. Many useful suggestions are offered for teachers to consider, and the authors support all their claims by reference to a wealth of research.
Touchstones: 3, 5,6,7,8,9,10
Link: https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/rrq.406