[Reading-hall-of-fame] Re: EXT: Re: Toward Improving Reading by Age 17
Risko, Victoria J
victoria.j.risko at Vanderbilt.Edu
Wed Nov 24 14:40:02 GMT 2021
Reducing inequality... a major theme within these conversations, and our biggest challenge. So much more of an issue than what to teach and when. Vicki
Professor Emerita, Language, Literacy, Culture
Vanderbilt University
2011-2012 President, International Literacy Association
http://www.readinghalloffame.org/victoria-risko-inducted-2011<https://email.vanderbilt.edu/owa/14.2.318.4/scripts/premium/redir.aspx?C=v1LFb_tu902S-HYcxHZy5Su0bKybKtAIsrsrFI4t64thetD4xnlOYdIU8WermC5CgadveDz_Awg.&URL=http%3a%2f%2fwww.readinghalloffame.org%2fvictoria-risko-inducted-2011>
Co-author, Professional Learning in Action: An inquiry approach for teachers of literacy. (Risko & Vogt), 2016. NY:Teachers College Press.
________________________________
From: Greg Brooks <g.brooks at sheffield.ac.uk>
Sent: Wednesday, November 24, 2021 8:31 AM
To: Rasinski, Tim <trasinsk at kent.edu>
Cc: Risko, Victoria J <victoria.j.risko at Vanderbilt.Edu>; Mckeown, Margaret G <mckeown at pitt.edu>; Carol D Lee <cdlee at northwestern.edu>; David Olson <david.olson at utoronto.ca>; P Pearson <ppearson at berkeley.edu>; Thomas Sticht <tgsticht at gmail.com>; reading hall of fame <Reading-hall-of-fame at lists.nottingham.ac.uk>
Subject: Re: [Reading-hall-of-fame] Re: EXT: Re: Toward Improving Reading by Age 17
And here comes a transatlantic twopenn'orth.
US friends, your country is not alone in having this problem. If you delve into the attached report by Sammy Rashid and myself, you'll see (pp.6, 64) that here the proportion of 16- to 19-year-olds with less than functional literacy has been stuck at about 17%, at least up to about 2010. There is also evidence (pp.7, 71) that about 22% of young people here have less than functional numeracy. (For the detailed findings leading to those conclusions you will have to delve even deeper.) I know of no later evidence suggesting things have improved markedly in either case.
However, there is also evidence that a great many young people's skills improve once they move from secondary/high school level into higher education and/or the world of work. Thai is alluded to in Rashid and Brooks (2010), and much more fully (almost obsessively) documented in Brooks and Lahmar (2017), also attached - you will see there is a lifecourse trend in many countries, including both UK and US, of improvement in ages up to about 30, then a plateau, then a decline in later life (how unsurprising).
While the uptick in average levels in younger adults is heartening, and will mean that many fewer will have inadequate literacy and numeracy then when they were younger, this is no reason for complacency about 17-year-olds or for abandoning the search for causes and remedies.
I fear that some young people become at least disheartened, thinking 'Why should I bother to strive for good qualifications if I'm unlikely to get a decently paid job anyway?'
I therefore stick to a view I reached many years ago: the two best factors which would lead to less low literacy and numeracy would be maintaining full employment and reducing inequality - cf. the work of Pasi Sahlberg internationally, and of Wison and Pickett here (references in Brooks and Lahmar, pp.15, 53-54). I recognise that this is unwelcome news while rapacious greed (capitalism) rules the world.
Keep analysing
On Tue, 23 Nov 2021 at 18:25, Rasinski, Tim <trasinsk at kent.edu<mailto:trasinsk at kent.edu>> wrote:
I appreciate the various takes on Tom’s question. All seem reasonable. I’d like to add my own two cents to the discussion.
To what extent do difficulties in foundational reading competencies, especially reading fluency, contribute to lack of progress among high school students. Studies, mostly at the elementary levels, have shown a consistent relationship between fluency and comprehension. Indeed, the NAEP itself has done several studies on fluency and foundational reading, most recently in 2018 I believe. This most recent study found a relationship between word recognition accuracy, word recognition automaticity (WCPM), and expression/prosody with comprehension. Fourth graders at the lowest level of proficiency on the NAEP (Below Basic – Low) had the lowest scores on all three foundational areas (e.g., 82% word recognition accuracy; 70 wcpm – the 50%ile norm for 4th graders is closer to 120 wcpm). Every increase in NAEP Proficiency level was marked by improvements in word recognition accuracy, automaticity, and prosody.
So, based on the NAEP, we have significant numbers of students coming out of fourth grade who are not adequately proficient in reading comprehension and who also struggle with foundational/fluency issues in their reading. The problem is that beyond grade 4 fluency and foundational reading competencies are no longer instructional priorities. Few middle school and secondary teachers teach fluency and foundational reading – the assumption is that students have achieved proficiency in these areas in their primary and elementary reading instruction. So, if fluency and foundational reading issues are not addressed with our struggling readers in the middle and secondary grades, should we expect much in the way of improvement in these areas and in overall reading proficiency?
Although fluency studies of students in middle and high school are few in number, those done continue to show a relationship between fluency and comprehension. Moreover, significant numbers of students in middle and high school have not achieved proficiency in fluency.
I recall a conversation with Tim Shanahan a few years back when he directed reading for the Chicago Schools. He mandated that fluency, along with other critical reading competencies, be taught daily at all grade levels. The results were quite positive. Tim, perhaps you can expand on this.
At the very least, I would hope that the NAEP take a look at the performance of twelfth graders, especially those who are at the lower levels of overall proficiency, to determine their levels of performance in the foundational reading competencies. If their performance is wanting in fluency, as I suspect it will be, this then begs the question – should foundational reading be addressed instructionally with these students.
Timothy Rasinski, Ph.D.
Professor of Literacy Education
Rebecca Tolle and Burton W. Gorman Chair
in Educational Leadership
Kent State University
From: reading-hall-of-fame-bounces at lists.nottingham.ac.uk<mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk> <reading-hall-of-fame-bounces at lists.nottingham.ac.uk<mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk>> On Behalf Of Risko, Victoria J
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To: Mckeown, Margaret G <mckeown at pitt.edu<mailto:mckeown at pitt.edu>>; Carol D Lee <cdlee at northwestern.edu<mailto:cdlee at northwestern.edu>>; David Olson <david.olson at utoronto.ca<mailto:david.olson at utoronto.ca>>; P Pearson <ppearson at berkeley.edu<mailto:ppearson at berkeley.edu>>; Thomas Sticht <tgsticht at gmail.com<mailto:tgsticht at gmail.com>>; reading hall of fame <Reading-hall-of-fame at lists.nottingham.ac.uk<mailto:Reading-hall-of-fame at lists.nottingham.ac.uk>>
Subject: EXT: [Reading-hall-of-fame] Re: Toward Improving Reading by Age 17
Really appreciate this continuing discussion. To Maddie's comments, I would add the following ones from Carol Lee as ideas to take forward.
RATHER THE IDEA IS THAT IF WE EXPAND THE SCOPE OF WHAT IS REPORTED, THE IMPLICATIONS ARE ACTIONABLE. GOALS, ,MOTIVATION, ENGAGEMENT AND EFFORT ARE NOT SIMPLY STABLE INTERNAL TRAITS OF INDIVIDUALS. WE ALL HAVE EXPERIENCES OF BEING MOTIVATED AND ENGAGED IN ONE CONTEXT AND DISENGAGED IN ANOTHER. THE RELATIONSHIP BETWEEN PERSON LEVEL FACTORS AND THE ORGANIZATION OF SETTINGS MATTER.
WITH REGARD TO SOCIETAL DISADVANGE – IT IS VERY IMPORTANT THAT WE UNDERSTAND AGENCY, RESILIENCE AND HETEROGENEITY WITHIN COMMUNITIES WHO EXPERIENCE PERSISTENT INTER-GENERATIONAL POVERTY AND WHO MUST WRESTLE WITH STRUCTURAL INEQUITIES. IF POVERTY WERE THE FINAL ARBITER OF RESILIENCE, THE VIRUSES WOULD BE RULING THE WORLD (THEY ARE CERTAINLY GIVING US COMPETITION) BECAUSE THE MAJORITY OF HUMAN BEINGS ACROSS THE EARTH LIVE IN POVERTY.
Also, Perhaps Rita Bean and Doris Walker-Dalhouse could speak to the expanded ILA standards, with the inclusion of specific attention to preparing teachers for culturally responsive instruction. Wondering of potential impact and fit with professional learning of teachers...
Vicki
Professor Emerita, Language, Literacy, Culture
Vanderbilt University
2011-2012 President, International Literacy Association
http://www.readinghalloffame.org/victoria-risko-inducted-2011<https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Femail.vanderbilt.edu%2Fowa%2F14.2.318.4%2Fscripts%2Fpremium%2Fredir.aspx%3FC%3Dv1LFb_tu902S-HYcxHZy5Su0bKybKtAIsrsrFI4t64thetD4xnlOYdIU8WermC5CgadveDz_Awg.%26URL%3Dhttp%253a%252f%252fwww.readinghalloffame.org%252fvictoria-risko-inducted-2011&data=04%7C01%7Cvictoria.j.risko%40vanderbilt.edu%7C9693693ce4f24253f02708d9af57350f%7Cba5a7f39e3be4ab3b45067fa80faecad%7C0%7C0%7C637733613523779623%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=XIkbVZmVfkp5FPdvI6l7WJKEAMWyRTjHA5u9oa5rHls%3D&reserved=0>
Co-author, Professional Learning in Action: An inquiry approach for teachers of literacy. (Risko & Vogt), 2016. NY:Teachers College Press.
________________________________
From: reading-hall-of-fame-bounces at lists.nottingham.ac.uk<mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk> <reading-hall-of-fame-bounces at lists.nottingham.ac.uk<mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk>> on behalf of Mckeown, Margaret G <mckeown at pitt.edu<mailto:mckeown at pitt.edu>>
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Subject: [Reading-hall-of-fame] Re: Toward Improving Reading by Age 17
Thank you Carol for such a great contribution to this discussion. I want to emphasize a few points:
“we do not have assessments that provide any insights into how students go about making sense of texts. In instruction and assessments, we are for outcomes of comprehension and not processes of comprehension.”
--similarly true in the case of word meaning knowledge. We don’t have assessments that measure the processes of using word knowledge.
“Across grades, texts and tasks become more complex and instructional supports for processes of comprehension decline.”
“It is not the case from . . . that poverty does not matter. Rather it is the case that social supports to moderate impacts of poverty along with supports for deep professional learning for practitioners moderate the impacts of poverty.”
Best regards,
Moddy McKeown
Margaret G. McKeown, Ph. D.
Clinical Professor Emerita, Instruction and Learning
School of Education
Senior Scientist, Learning Research and Development Center
University of Pittsburgh
Pittsburgh, PA 15260
mckeown at pitt.edu<mailto:mckeown at pitt.edu>
For more on reading and vocabulary, follow me on Twitter: @margaretmckeow2
From: <reading-hall-of-fame-bounces at lists.nottingham.ac.uk<mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk>> on behalf of Carol D Lee <cdlee at northwestern.edu<mailto:cdlee at northwestern.edu>>
Date: Sunday, November 21, 2021 at 11:08 PM
To: David Olson <david.olson at utoronto.ca<mailto:david.olson at utoronto.ca>>, P Pearson <ppearson at berkeley.edu<mailto:ppearson at berkeley.edu>>, Thomas Sticht <tgsticht at gmail.com<mailto:tgsticht at gmail.com>>, reading hall of fame <Reading-hall-of-fame at lists.nottingham.ac.uk<mailto:Reading-hall-of-fame at lists.nottingham.ac.uk>>
Subject: [Reading-hall-of-fame] Re: Toward Improving Reading by Age 17
HI All,
First thanks to Tom for raising this conundrum. I think it is a topic worthy of some formal discussion within the Reading Hall of Fame.
The following members are part of either the vision or developmental panels or staff engaged in preparing recommendations for the Reading 2026 NAEP Framework:
* David Pearson
* Peter Afflerbach
* John Guthrie
* Georgia Garcia
* Kathleen Hinchman
* Me
I list them as they may want to weigh in on this discussion/dilemma.
I think it is informative to compare growth in rates of proficient or above in mathematics versus reading, including within these content areas proficiency levels across grades. Bottom line, our mathematics education colleagues have figured out how to accomplish significant shifts in proficiency over the decades, shifts that hold across grade levels – even though 12th grade math proficient and above scores are lower than in grades 4 and 8, but even these are higher than in reading comprehension.
I have theorized about this before. First, I suspect children in grade 4 outperform students in later grades in large part because 4th grade theoretically culminates their preparation in terms of foundational skills. As Pearson, Valencia and others have argued, complexity of comprehension tasks evolve in complexity based on relations between the comprehension demands of texts, the demands of tasks, and the resources that readers bring. These reader resources include knowledge along multiple dimensions as well as perceptions that influence goals, motivation, engagement and effort and as these perceptions unfold in terms of micro-level processes that characterize the settings in which comprehension tasks are carried out. The 2026 Framework explicitly seeks to design NAEP to gather data on the person level factors, factors that are malleable and that can be addressed in the context of schooling. In addition, the proposed 2026 framework calls for disaggregating both proficiency levels as well as contextual factors by SES within race/ethnicity and gender groups.
The other major challenge is that we do not have standards or commercial curricula that (1) provide guidance to support teachers in identifying the sources of text complexity in readings they assign (2) identify specific generic as well as discipline specific strategies for tackling sources of text complexity. In addition, we do not have assessments that provide any insights into how students go about making sense of texts. In instruction and assessments, we are for outcomes of comprehension and not processes of comprehension.
It is my belief that these shortcomings in the field itself substantively account for the decline in levels of proficiency across the grades. Across grades, texts and tasks become more complex and instructional supports for processes of comprehension decline.
With regard to non-school factors – race/ethnicity, SES – I vehemently do not believe any such factors in themselves account for both the gross decline across grades along with the persistent differences in proficiency levels associated with race/ethnicity and SES. There is an abundance of research – including much by Hall of Fame members – documenting the intellective functions of cultural repertoires of practice in communities, repertoires that are not taken up in schooling. In addition, there is much to learn from international assessments, specifically the PISA reports on social conditions where they document those countries in which poverty is not the primary predictor of achievement. It is not the case from these PISA reports that poverty does not matter. Rather it is the case that social supports to moderate impacts of poverty along with supports for deep professional learning for practitioners moderate the impacts of poverty. Linda Darling Hammond in The Flat World and Education also clearly documents this.
Bottom line, processes of reading comprehension are much more complex that our standards, assessments, or commercial curricula represent. Relationships between procedures and concepts in mathematics are well articulated. Such relationships are not sufficiently articulated for the world of practice with regard to reading comprehension, particularly comprehension in the content areas. For example, in reading texts in history – largely primary source documents – the field has articulated history specific processes, except those processes are largely focused on evaluating reliability of sources, but not how to tackle sources of complexity within and across the array of genres of primary source documents.
In addition, reading comprehension – as with any other set of cognitive processes – must be informed by what we understand about human learning and development, namely that cognitive processes are never simply cognitive.
So my 2 cents. But I do think it is a worthwhile adventure for the Reading Hall of Fame to take up these conundrums formally. The field needs this conversation.
Carol
Carol D. Lee, Ph.D.
Edwina S. Tarry Professor Emerita
School of Education and Social Policy
Northwestern University
Member, National Academy of Education
Member, American Academy of Arts and Sciences
Fellow, American Educational Research Association
Fellow, National Conference on Language and Literacy
President, National Academy of Education
Member, Reading Hall of Fame
Fellow, International Society of the Learning. Sciences
From: <reading-hall-of-fame-bounces at lists.nottingham.ac.uk<mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk>> on behalf of David Olson <david.olson at utoronto.ca<mailto:david.olson at utoronto.ca>>
Date: Sunday, November 21, 2021 at 9:25 PM
To: "P. David Pearson" <ppearson at berkeley.edu<mailto:ppearson at berkeley.edu>>, Thomas Sticht <tgsticht at gmail.com<mailto:tgsticht at gmail.com>>
Cc: reading hall of fame <Reading-hall-of-fame at lists.nottingham.ac.uk<mailto:Reading-hall-of-fame at lists.nottingham.ac.uk>>
Subject: [Reading-hall-of-fame] Re: Toward Improving Reading by Age 17
The high school test measures a quite different competence, essentially a special literary register.
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To: Thomas Sticht <tgsticht at gmail.com<mailto:tgsticht at gmail.com>>
Cc: reading hall of fame <Reading-hall-of-fame at lists.nottingham.ac.uk<mailto:Reading-hall-of-fame at lists.nottingham.ac.uk>>
Subject: [Reading-hall-of-fame] Re: Toward Improving Reading by Age 17
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What inferences would we draw from other large data bases of 12th grade readers, such as state tests scores where the scores count for something at the level of the individual reader. Or better yes something like SBAC which may be able to aggregate across states? Or even the large norming samples from standardized tests for older readers, like the Nelson Denny. Testing companies should be able to do trend analysis of their own tests over time, right?
pdp
On Sun, Nov 21, 2021 at 2:54 PM Thomas Sticht <tgsticht at gmail.com<mailto:tgsticht at gmail.com>> wrote:
David, tim and All: As I mentioned earlier, I have been puzzled by why there has been growth in average reading scores on the NAEP tests at grades 4 and 8, but not grade 12. Tim has suggested that loss of concern about scoring well may have some invoice on this finding. The information he provides may be a contributing factor to the lack of increases in 12th grade scores over the last half century.
I earlier noticed that scores at the 4th and 8th grades seem to have increased over the last half century, and David calls attention to the importance of background factors that may have played some role in preventing increases in the 12th grade scores. However, these background factors seem to have been overcome in the 4th and 8th grades where systematic increases have been observed over time.
As of the present time, I don't know of any systematic research into just why test scores at the 12th grade level (17 year olds) have not shown some increase too. i don't think asking about this puts any blame on anyone, but it does indicate a lack of understanding that just might help improve the reading abilities of those young people who are aiming to graduate, find good work or go to college and later get a good job.
I'm wondering if there is a loss of reading levels during the pademic which might indicate relative influence of school and home influences on literacy?
Tom Sticht
On Sat, Nov 20, 2021 at 4:52 PM David Reinking <reinkin at clemson.edu<mailto:reinkin at clemson.edu>> wrote:
Tom, Thanks for again providing an opportunity to consider interpretations of flat NAEP scores, a topic discussed on this list about 3 years ago in response to another of your reflective postings.
One interpretation suggested in that previous discussion was that flat test scores might be viewed positively as “holding our own” in the face of greater challenges created by changing demographics (e.g., more linguistic and cultural diversity) and greater economic disparities. Berliner (2014) has pointed out that in-school factors, broadly in aggregate, account for roughly only 20% of differences in academic achievement, whereas out-of-school factors account for around 60% (e.g., family income; medical care; level of food insecurity; language spoken at home; etc.).
It was also pointed out in that previous discussion too that, across decades, NAEP scores indicate some small, but encouraging, progress in closing the gap between more- and less-advantages students.
Finally, it was pointed out that we should take care in suggesting that flat NAEP scores are an indictment of teachers, schools, or research. Legitimizing such interpretations provides ready ammunition for those who wish to lay blame on teachers, schools, and teacher educators, giving dodge to addressing the more complex, difficult, and controversial social factors that inhibit higher achievement.
Berliner, D. (2014). Effects of inequality and poverty vs. teachers and schooling on America’s youth. Teachers College Record, 115(12).
David
David Reinking
Adjunct Professor of Education
Dept. of Language and Literacy Education
Mary Frances Early College of Education
University of Georgia
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From: <reading-hall-of-fame-bounces at lists.nottingham.ac.uk<mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk>> on behalf of Thomas Sticht <tgsticht at gmail.com<mailto:tgsticht at gmail.com>>
Date: Thursday, November 18, 2021 at 11:48 AM
To: reading hall of fame <Reading-hall-of-fame at lists.nottingham.ac.uk<mailto:Reading-hall-of-fame at lists.nottingham.ac.uk>>
Subject: [Reading-hall-of-fame] Toward Improving Reading by Age 17
11/18/2021
Can We Improve Reading By Age 17?
Tom Sticht, International Consultant in Adult Literacy (Ret.)
In 1984, following a six year gestation period, the first Handbook of Reading Research appeared. Edited by P. David Pearson and others and printed by Longman’s the 891 page tome came in the wake of what Preface writer Robert Dykstra estimated as some 1000 pieces of published reading research arriving each year.
That same year of 1984, the National Assessment of Educational Progress (NAEP) reported that the average reading score for 17 year old's was 289, up four points from when the first NAEP score of 285 was recorded for 17 year old's 13 years earlier 1n 1971.
In 1991, the second Handbook of Reading Research, Vol. 2, now at over 1100 pages, was published by Longman’s with Rebecca Barr and others as editors. This time the preface observed that, “Reading research, we found, moves at such a frenetic pace that between the moments of conceptualization and publication, particular fields of inquiry had risen to a level which justified a separate chapter. …There are fields that did not seem appropriate as separate chapters then, but they do now.”
In 1992, the National Assessment of Educational Progress (NAEP) reported that the average reading score for 17 year old's was 290, up five points from when the first NAEP score of 285 was recorded for this age group 21 years earlier in 1971.
In 2000, the third Handbook of Reading Research, Vol. 3, with some 1024 pages, was published by Lawrence Erlbaum Associates with Michael Kamil and others as editors. The Preface notes that this third volume has two major themes: (1) broadening the definition of reading, and (2) broadening the reading research agenda.
Just a year earlier, in 1999, the National Assessment of Educational Progress (NAEP) reported that the average reading score for 17 year old's was 288, down two points from 1992 but still up three points from when the first NAEP score of 285 was reported for 17 year old's in 1971.
In 2010, the fourth Handbook of Reading Research, Vol.4, with some 800 pages, was published by Routledge with Michael Kamil and others as editors. The Preface discusses efforts by the federal government to try to improve instruction in reading and reports, “The National Reading Panel (NRP) reported that there were over 100,000 research studies produced between 1966 and 2000, with some 15,000 prior to that time. These numbers illustrate the exponential growth in the research base stimulated by both research funding and urgent concern for improving reading instruction.”
In 2012, the National Assessment of Educational Progress (NAEP) reported that the average reading score for 17 year old's was 287, down one point from 1999 but still up two points from when the first NAEP score of 285 was recorded for this age group 41 years earlier in 1971.
In 2019, the National Assessment of Educational Progress (NAEP) reported that the average reading score for 17 year old's was back down to 285, the same as it was when the first NAEP test results were recorded for this age group 48 years earlier in 1971. The Nations Report Card in Reading for 2019 reported, “The average reading score for twelfth-grade students was lower in 2019 compared to the last assessment in 2015. The nearly 30-year trend line shows that the 2019 average reading score for twelfth-graders was lower than it was approximately a decade ago in 2009, not significantly different from 2002, and lower than the first assessment year in 1992.” (https://www.nationsreportcard.gov/highlights/reading/2019/g12/<https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Furldefense.com%2Fv3%2F__https%3A%2Fcan01.safelinks.protection.outlook.com%2F%3Furl%3Dhttps*3A*2F*2Fwww.nationsreportcard.gov*2Fhighlights*2Freading*2F2019*2Fg12*2F%26data%3D04*7C01*7Cdavid.olson*40utoronto.ca*7Cbdff5e2e140c457002d608d9ad48a006*7C78aac2262f034b4d9037b46d56c55210*7C0*7C0*7C637731352135418427*7CUnknown*7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0*3D*7C1000%26sdata%3Ddt*2F1l7gkcl*2FaL9RCknB5P*2BUXR9PA9CoMu0AqQAgpXDE*3D%26reserved%3D0__%3BJSUlJSUlJSUlJSUlJSUlJSUlJSUlJSUl!!Dq0X2DkFhyF93HkjWTBQKhk!G412Dx23NdoeVMEOipiFL1cxWGd-72XaJ42njt2wn2ZEKkPQfXTSefWiPqb89YD7p2k%24&data=04%7C01%7Cvictoria.j.risko%40vanderbilt.edu%7C9693693ce4f24253f02708d9af57350f%7Cba5a7f39e3be4ab3b45067fa80faecad%7C0%7C0%7C637733613523829590%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=lZv2XOFhA%2BNcoV7S6zTAccm%2BfqldmPhZaFyo1OUJMvg%3D&reserved=0>).
In 2020, the fifth Handbook of Reading Research, Vol. 5, with 540 pages, was published by Routledge with Elizabeth Birr Moje<https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Furldefense.com%2Fv3%2F__https%3A%2Fcan01.safelinks.protection.outlook.com%2F%3Furl%3Dhttps*3A*2F*2Fwww.routledge.com*2Fsearch*3Fauthor*3DElizabeth*2520Birr*2520Moje%26data%3D04*7C01*7Cdavid.olson*40utoronto.ca*7Cbdff5e2e140c457002d608d9ad48a006*7C78aac2262f034b4d9037b46d56c55210*7C0*7C0*7C637731352135418427*7CUnknown*7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0*3D*7C1000%26sdata%3DoYqBNo1x0pOE3w4PXstQ4UK1aEJyBkHQqYqJx0PDt*2FM*3D%26reserved%3D0__%3BJSUlJSUlJSUlJSUlJSUlJSUlJSUlJQ!!Dq0X2DkFhyF93HkjWTBQKhk!G412Dx23NdoeVMEOipiFL1cxWGd-72XaJ42njt2wn2ZEKkPQfXTSefWiPqb8_8Rm5yA%24&data=04%7C01%7Cvictoria.j.risko%40vanderbilt.edu%7C9693693ce4f24253f02708d9af57350f%7Cba5a7f39e3be4ab3b45067fa80faecad%7C0%7C0%7C637733613523829590%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=2j3rg3agbj4fn%2BWVQR0GYSDyn5V2H4dSheqfSMxPEdM%3D&reserved=0> and others as editors. The Preface discusses gaps between what researchers do and know and what practitioners (e.g., teachers, administrators) need to know and do and asks, “Why do the findings of research so rarely find their way into practice in any sustained or scaled way?”
This is a good, if somewhat belated, question given the over 115,000 and more research studies before 2000 and hundreds if not thousands of research studies since 2000, five volumes of Handbooks of Reading Research, a National Reading Panel report, federal investments of hundreds of millions of dollars in research and guidance in reading instructional practices, and decades of NAEP testing showing some modest gains in 4th and 8th grade reading scores but which seemingly disappear and result in an essentially flat line in reading performance of 17 year old's over the last half century.
If the NAEP assessments are valid indicators of how well these 17 year old, nearing adulthood teens can read, and if there has not been any improvement in their average reading abilities in half a century, given the tremendous amounts of money that has been spent on trying to improve the teaching and learning of reading, we need to know why. The present revival of the so-called “reading wars” and “science of reading” indicates that issues surrounding the teaching and learning of reading are still with us, and whether the findings of research rarely find their way into practice, or whether the research findings are not up to the task of improving practice is yet to be discovered.
Resources:
Handbook of Reading Research, Vol. 5 https://www.google.com/books/edition/Handbook_of_Reading_Research_Volume_V/CgPpDwAAQBAJ?hl=en&gbpv=1&printsec=frontcover<https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Furldefense.com%2Fv3%2F__https%3A%2Fcan01.safelinks.protection.outlook.com%2F%3Furl%3Dhttps*3A*2F*2Fwww.google.com*2Fbooks*2Fedition*2FHandbook_of_Reading_Research_Volume_V*2FCgPpDwAAQBAJ*3Fhl*3Den*26gbpv*3D1*26printsec*3Dfrontcover%26data%3D04*7C01*7Cdavid.olson*40utoronto.ca*7Cbdff5e2e140c457002d608d9ad48a006*7C78aac2262f034b4d9037b46d56c55210*7C0*7C0*7C637731352135428415*7CUnknown*7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0*3D*7C1000%26sdata%3DP0G*2BxAa9tirj1u9IvDKmrXUCgjewp*2Bh4XmuPz8sDyac*3D%26reserved%3D0__%3BJSUlJSUlJSUlJSUlJSUlJSUlJSUlJSUlJSUlJQ!!Dq0X2DkFhyF93HkjWTBQKhk!G412Dx23NdoeVMEOipiFL1cxWGd-72XaJ42njt2wn2ZEKkPQfXTSefWiPqb8lRi_BBI%24&data=04%7C01%7Cvictoria.j.risko%40vanderbilt.edu%7C9693693ce4f24253f02708d9af57350f%7Cba5a7f39e3be4ab3b45067fa80faecad%7C0%7C0%7C637733613523839593%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=I3Ed624R0DLvvgHW%2BEUU%2B3ZS5aqSua6EDHzuKI%2B%2Fdy8%3D&reserved=0>
Reading Wars: https://hechingerreport.org/four-things-you-need-to-know-about-the-new-reading-wars/<https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Furldefense.com%2Fv3%2F__https%3A%2Fcan01.safelinks.protection.outlook.com%2F%3Furl%3Dhttps*3A*2F*2Fhechingerreport.org*2Ffour-things-you-need-to-know-about-the-new-reading-wars*2F%26data%3D04*7C01*7Cdavid.olson*40utoronto.ca*7Cbdff5e2e140c457002d608d9ad48a006*7C78aac2262f034b4d9037b46d56c55210*7C0*7C0*7C637731352135428415*7CUnknown*7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0*3D*7C1000%26sdata%3DcxPxkOWk4BqICA8cYLM5fUvAFpJKMKRrZAlFVQRzD3o*3D%26reserved%3D0__%3BJSUlJSUlJSUlJSUlJSUlJSUl!!Dq0X2DkFhyF93HkjWTBQKhk!G412Dx23NdoeVMEOipiFL1cxWGd-72XaJ42njt2wn2ZEKkPQfXTSefWiPqb8D9lckjg%24&data=04%7C01%7Cvictoria.j.risko%40vanderbilt.edu%7C9693693ce4f24253f02708d9af57350f%7Cba5a7f39e3be4ab3b45067fa80faecad%7C0%7C0%7C637733613523849579%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=mqvrb6Xuq36tjpOKTpbyStDD%2FzmAoMerD%2FZAnwEJNQc%3D&reserved=0>
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+++++++++++++++++++++++++++++
"There are always flowers for those who want to see them." - Henri Matisse
+++++++++++++++++++++++++++++
P. David Pearson
Evelyn Lois Corey Emeritus Professor of Instructional Science
Graduate School of Education
University of California, Berkeley
email: ppearson at berkeley.edu<mailto:ppearson at berkeley.edu>
other e-mail: pdavidpearsondean at gmail.com<mailto:pdavidpearsondean at gmail.com>
website for publications: www.pdavidpearson.org<https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Furldefense.com%2Fv3%2F__https%3A%2Fcan01.safelinks.protection.outlook.com%2F%3Furl%3Dhttp*3A*2F*2Fwww.pdavidpearson.org*2F%26data%3D04*7C01*7Cdavid.olson*40utoronto.ca*7Cbdff5e2e140c457002d608d9ad48a006*7C78aac2262f034b4d9037b46d56c55210*7C0*7C0*7C637731352135458396*7CUnknown*7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0*3D*7C1000%26sdata%3D8TucQ4Ds1l1jYmn*2FS0ashPoNIRzyN30IqnSNRtfUllI*3D%26reserved%3D0__%3BJSUlJSUlJSUlJSUlJSUlJSUl!!Dq0X2DkFhyF93HkjWTBQKhk!G412Dx23NdoeVMEOipiFL1cxWGd-72XaJ42njt2wn2ZEKkPQfXTSefWiPqb8Wbq4HMc%24&data=04%7C01%7Cvictoria.j.risko%40vanderbilt.edu%7C9693693ce4f24253f02708d9af57350f%7Cba5a7f39e3be4ab3b45067fa80faecad%7C0%7C0%7C637733613523869563%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=My6Z0%2F3yAJKwVoVj6l75yfgVS%2F2tWRQ71WU592P4yQg%3D&reserved=0>
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