Catherine Compton-Lilly

Nov 2, 2023 | ila.onlinelibrary.wiley.com | Paul Thomas |Scott L. Decker |Catherine Compton-Lilly |Lucy K. Spence

While science of reading advocates claim to be research-based, decades of reading scholarship have recognized reading as complex, multidimensional, and mediated by social and cultural practices. If the science of reading advocates only phonics instruction for all children, how can it address the various reading challenges faced by children? If NAEP scores have been largely unchanged for the past 30 years, why are science of reading advocates warning of a reading crisis?