Making Sense of the Science of Reading Context Matters

Is the Science of Reading (SOR) a movement? A body of research? A rigid prescription for how to teach? This witty but serious--and very accessible--book distills both the intrinsic value and the notable limitations of current SOR approaches. Andrew P. Johnson provides crucial context for some of the claims about reading instruction that are frequently cited under the SOR banner. Twenty-one concise chapters separate fact from myth about commercial reading curricula; whole language approaches; decoding, phonics, and phonemic awareness; direct and explicit instruction; and the role of reading assessment. The book guides educators to become more discerning consumers of research so they can make informed instructional choices for diverse learners. 

Andrew P. Johnson, PhD, is Professor of Literacy Instruction and Distinguished Faculty Scholar at Minnesota State University, Mankato. A former elementary classroom teacher for 9 years, he is the author of numerous books and over 50 book chapters and academic articles related to literacy, learning, and the human condition. Dr. Johnson is a managing editor of the Journal of Equity and Social Justice in Higher Education, the host of the podcast The Reading Instruction Show, and the facilitator of the International Literacy Educators Coalition. His website is www.teaching-reading.com.

Preface
I. Understanding the Problem
1. What Is the Science of Reading?
2. Context Matters
3. A Crisis in Reading That Isn’t
II. Understanding Research
4. Understanding Science, Research, and Research Methods
5. Understanding Theories
6. Understanding Evidence-Based Instruction and Whole Language
7. Understanding Paradigms
8. Becoming a Responsible Consumer of Educational Research
III. Understanding the Reading Process
9. Word Activation and Semantic Connections
10. Cognitive Science, Reading, and Orthographic Mapping
11. Three Cueing Systems and the Three-Cueing System
12. Research to Support the Three-Cueing System
13. Applying the Research
14. Children of the Code
IV. Understanding Reading Instruction
15. Using Direct and Explicit Instruction to Teach Skills in Reading
16. The Glorious Music of Balanced Literacy Instruction
17. What Dance Can Teach Us about Reading Instruction
18. Phonemic Awareness, Time, Magic, and the Challenge
V. Understanding Assessment--and the Greater Context
19. Criterion-Referenced Tests, Norm-Referenced Tests, Academic Performance Standards—and Miracles
20. Teaching and Teachers
21. Epilogue: Education Sciences Reform Act of 2002
Appendix
References
Index
 

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