Keywords
science of reading, critical reading, critical literacy, literacy education
Abstract
In light of the increasing popularity of the science of reading (SOR) and its influence on literacy education, this paper is concerned with how to teach SOR critically without embracing it blindly. The definition of SOR, along with its limitations, is presented first. Then, critical reading is argued to be missing in SOR and its broadened/improved variations. Finally, an instructional example is provided to illustrate how to teach SOR critically through a whole-part-whole hermeneutic reconstructive process. This example demonstrates that the foundational literacy skills emphasized in SOR and the critical reading skills fostered through the four dimensions of the critical literacy framework are indispensable in today’s world (where information and misinformation coexist) and can be systematically taught in classrooms.
Recommended Citation
Lee, Cheu-jey
(2026)
"Teaching the Science of Reading Critically,"
Mid-Western Educational Researcher: Vol. 38:
Iss.
1, Article 3.
DOI: https://doi.org/10.25035/mwer.38.01.03
Available at:
https://scholarworks.bgsu.edu/mwer/vol38/iss1/3
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Digital Object Identifier (DOI)
https://doi.org/10.25035/mwer.38.01.03
