The role of adaptive teaching in supporting equitable and effective instruction is essential. In this new article, my colleagues and I address the role of adaptive teaching with the debate surrounding the science of reading in Reading Research Quarterly.
The article is featured in a special issue in Reading Research Quarterly. The Science of Reading: Supports, Critiques, and Questions — contains 26 peer-reviewed articles written by a total of 77 authors who represent diverse, innovative, and challenging ideas and perspectives that reframe the science of reading debate. This is the first of two special issues on the topic, with a second issue set for Spring 2021.
The article titled, “Aligning the Science of Reading with Adaptive Teaching,” adds nuance in the discussion of teaching related to the science of reading (SOR). The piece demonstrates that adaptive teaching is a vital characteristic of effective reading teachers and recommend that scholars—those who study reading processes and reading acquisition (i.e., SOR proponents) and those who study effective literacy instruction—work across epistemologies and methodologies to investigate the nuances of these processes in real-world classrooms, particularly in ways that eliminate homogenizing literacy practices.
“The goal of this issue is to highlight how bridging of perspectives via accurate and meaningful information can move us forward,” RRQ editors Amanda Goodwin and Robert Jiménez said. “We [know] much more than was coming out in the discussions taking place. In other words, the science of reading is much broader than what was being used to inform theory, research, policy, and practice.”