The Primacy of Science in Communicating Advances in the Science of Reading

Autor/inn/en	Hoover, Wesley A.; Tunmer, William E.
Titel	The Primacy of Science in Communicating Advances in the Science of Reading
Quelle	In: Reading Research Quarterly, 57 (2022) 2, S.399-408 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.446
Schlagwörter	Stellungnahme; Reading Research; Reading Skills; Models; Misconceptions; Reading Processes; Validity + Suchen Sie Ihr Suchwort? Leseforschung; Reading skill; Lesefertigkeit; Analogiemodell; Missverständnis; Leseprozess; Gültigkeit
Abstract	A recent article in this journal claims that the simple view of reading represents a long-outdated account of what underlies the ability to read. Its authors argue that if teachers are to be better informed about what is known about reading then the simple view must be replaced by a more current model, one that captures the substantial progress that has been made in our understanding through the science of reading. In this comment on that article, we discuss the authors' perspective on the simple view and the three advances in research they claim invalidate it, clarifying misconceptions and critically reviewing presented evidence. We argue that the SVR, centered on the proximal causes of reading capacity under a large grain-size perspective, has garnered strong empirical support, has achieved an important level of consensus within the field regarding its validity, and has shown utility in helping education professionals understand and maintain focus on the most important cognitive capacities underlying reading success. We also argue that the proposed replacement represents a weaker, unproven model that could lead education professionals astray if applied in practice. [This commentary discusses, "The Science of Reading Progresses: Communicating Advances beyond the Simple View of Reading" (EJ1298048).] (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01