Tanya Wright discusses the research and application of literacy practices with Educating Young Children
As early childhood educators are being asked to implement strategies, activities, and materials based in the science of reading, what does the research show?
In an interview with Annie Moses, editor-in-chief of Educating Young Children, Professor Tanya Wright discusses common misconceptions about the science of reading and the full scope of research-based literacy instruction.
“I think a broader definition is that the science of reading is the body of research-based evidence using a range of research methods that we can use to answer questions about literacy development and instruction,” says Wright.
Their conversation touches on the ways in which programs, schools, and educators are currently being impacted by the science of reading; unpacking what third-grade reading scores actually tell us; the complexity of teaching literacy; and how educators can align strengths-based and play-based practices with research.
“From my perspective, there’s no conflict at all between developmentally appropriate practice and the research on literacy instruction,” says Wright. “A strengths-based approach suggests that we understand and then build on the ideas, knowledge, and skills that children already know. Joyful, playful learning suggests that literacy experiences should feel meaningful and engaging for children.”
The article also includes key takeaways for educators of young children, as well as ideas to share with families about children’s literacy development and learning.
