On the Science of Reading: How Social Justice, Behavior Analysis, and Literacy Instruction Converge.
The main responsibility of our educational institutions is to develop competent readers and thus, a literate citizenry. Indeed, literacy is requisite to access valued opportunities our society offers, which leads to a worthwhile quality of life. Unfortunately, our educational institutions persist in...
| Publicado en: | Behavior & Social Issues Vol. 33; no. 1; pp. 563 - 581 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
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Springer Nature
Aug2024
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=178678265&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 178678265 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10649506 G26 jtl: Behavior & Social Issues issn: 10649506 maglogo: N pubinfo: dt: Aug2024 vid: 33 iid: 1 pid: 237 pub: Springer Nature artinfo: ui: 178678265 10.1007/s42822-023-00154-1 ppf: 563 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 638KB tig: atl: On the Science of Reading: How Social Justice, Behavior Analysis, and Literacy Instruction Converge. aug: au: Yurick, Amanda L. Council, Morris Telesman, Alana Oif Musti, Shobana Gardner, Ralph Cartledge, Gwendolyn affil: https://ror.org/002tx1f22 Department of Teacher Education, Cleveland State University, 2121 Euclid Avenue, 44115, Cleveland, OH, USA https://ror.org/01cqxk816 Department of Literacy and Special Education, University of West Georgia, Carrollton, GA, USA https://ror.org/00rs6vg23 College of Education and Human Ecology, Ohio State University, Columbus, OH, USA https://ror.org/047p7y759 School of Education, Pace University, New York, NY, USA su: Income inequality Wealth inequality Performance in children Political debates Scientific literacy sug: subj: Income inequality Wealth inequality Performance in children Political debates Scientific literacy keyword: Instruction Literacy Reading Science of Reading Social justice Instruction Literacy Reading Science of Reading Social justice ab: The main responsibility of our educational institutions is to develop competent readers and thus, a literate citizenry. Indeed, literacy is requisite to access valued opportunities our society offers, which leads to a worthwhile quality of life. Unfortunately, our educational institutions persist in a stalemate on how best to effect reading competence in our children. This impasse has left generations of children and adults behind. The literacy deficits resultant from these "reading wars" are magnified and exacerbated by other confounding factors such as increasing levels of poverty, social and economic inequalities, the COVID-19 pandemic, and more. Recently published reading data of fourth graders in the United States exhibit some of the most disparate performances to date, especially when contextualized by race or ethnicity. More and more, educational and political leaders are calling for the return to systematic and explicit phonics instruction, which has been empirically shown to improve reading ability. When taken together, it is clear that providing demonstrably effective reading instruction for children and youth with social and economic vulnerabilities is more than a political debate; it is an issue of social justice. The authors of this article illustrate how the foundations of behavioral principles can inform reading instructional practices that will bolster our fledgling literacy rates and ultimately frame what it means to provide socially just literacy education for all. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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