Fact-Checking the "Science of Reading": Claims, Assumptions, and Consequences
Rob Tierney and P. David Pearson explore the validity of claims offered by scholars and policy advocates who align themselves with the “Science of Reading.” Specifically, they review key claims that have appeared in both scholarly and popular accounts of the “Science of Reading”—analyzing the evidence, reasoning, assumptions, and consequences associated with those claims.
Who should register: Classroom teachers, literacy/instructional coaches, reading/literacy specialists, literacy supervisors/coordinators, higher education faculty, principals and administrators, instructional leaders, legislators, school board members, parents, and the media
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