Description:
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.
Review Quotes:
"The problem with making reading, instruction, or related policies simple is that it requires cutting corners on details that matter for children and their teachers. What Johnson does instead is make things plain--plain enough for anyone to understand and for everyone to identify some common ground."--Rachael E. Gabriel, PhD, Department of Curriculum and Instruction, Neag School of Education, University of Connecticut
"Johnson brings his strong, knowledgeable voice to counter the sensationalism of the so-called reading wars. Clear examples illustrate how teachers can become critical consumers of research and use their creativity and intelligence to align instruction with their students' interests and natural inclinations. A 'must-have' book on navigating the complexity of teaching through continuing study and reflection."--Adelfio J. Garcia, EdD, independent language and literacy consultant
"A well-reasoned challenge to the SOR movement, particularly SOR's narrow focus and misleading rhetoric. The book is easy to read and approachable for nonspecialists in literacy, while grounded in relevant research and theory. Readers may disagree with Johnson's conclusions, but he offers a responsible contribution to current debates in literacy education. The emphasis is on substantive critique rather than mockery."--Seth A. Parsons, PhD, College of Education and Human Development, George Mason University