Big Waves on the Rocky Shore: A Discussion of Reading Policy, Infrastructure, and Implementation in the Era of Science of Reading.
Teachers, leaders, reformers, policymakers, and advocates all comprehend the weightiness of reading instruction, experiences, and outcomes for society, schools, and children. There have been numerous waves of reading reform, with federal, state, and local policies addressing numerous aspects of read...
| Publicado en: | Reading Teacher Vol. 76; no. 3; pp. 326 - 333 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Nov/Dec2022
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=160487794&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 160487794 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Nov/Dec2022 vid: 76 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 160487794 10.1002/trtr.2153 ppf: 326 ppct: 7 formats: fmt: – @attributes: type: T – @attributes: type: P size: 200KB tig: atl: Big Waves on the Rocky Shore: A Discussion of Reading Policy, Infrastructure, and Implementation in the Era of Science of Reading. aug: au: Woulfin, Sarah L. Gabriel, Rachael su: Reading Infrastructure (Economics) Teaching methods Education policy Education research sug: subj: Reading Infrastructure (Economics) Teaching methods Education policy Education research keyword: education policy implementation reading instruction Science of Reading ab: Teachers, leaders, reformers, policymakers, and advocates all comprehend the weightiness of reading instruction, experiences, and outcomes for society, schools, and children. There have been numerous waves of reading reform, with federal, state, and local policies addressing numerous aspects of reading instruction. Currently, there are numerous policies reflecting the Science of Reading. In this article, we synthesize policy concepts and illustrate policies associated with the infrastructure for reading instructional improvement. We elevate how policy messages are repeatedly framed and interpreted by people positioned at different levels of the education system. We also explain the variability in responses to reading policy. The article concludes with considerations for designing and implementing policy instruments that support and sustain educators as they sail toward improving reading instruction and providing robust learning opportunities for every child. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
|---|