Tag: Stanovich
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How you interpret “the science of reading” depends on how you think of “science”: Part IV
This is Part IV in a series digging into two articles from Keith Stanovich that provides useful ways for educators to understand the science in the science of reading. In Part I, we examined a 2003 article that proposed 5 different “styles” that can influence how science is conducted and perceived. Since Part II, we’ve…
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How you interpret “the science of reading” depends on how you think of “science”: Part III
The “science of reading” has become a loaded term — partly due to how “science” itself may be conceived. Since starting this series (yes, I know, I take a really long time to write posts), there’s been a fascinating trend of articles reacting to the term in various ways. These takes seem only slated to…
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How you interpret “the science of reading” depends on how you think of “science”: Part II
“The field’s failure to ground practice in the attitudes and values of science has made educators susceptible to the ‘authority syndrome’ as well as fads and gimmicks that ignore evidence-based practice.” –Paula and Keith Stanovich
Language & Literacy 