View in EDS

A Framework for a Culturally Sustaining 'Science of Reading'

Saved in:
Bibliographic Details
Title: A Framework for a Culturally Sustaining 'Science of Reading'
Language: English
Authors: Jeanne Sinclair (ORCID 0000-0003-0726-7907), Nevra Ozoren Sener (ORCID 0000-0002-5419-1047)
Source: Educational Theory. 2026 76(2):243-273.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 31
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Educational Theories, Reading Instruction, Culturally Relevant Education, Assessment Literacy, Interdisciplinary Approach
DOI: 10.1111/edth.70069
ISSN: 0013-2004
1741-5446
Abstract: For decades, the "reading wars" have unfolded between two paradigms: a holistic, meaning-oriented approach, and a cognitively oriented skills-based approach. The "wars" have long complicated educational research, policy, and practice. Yet, neither the holistic nor the cognitive paradigm has historically centered strengths of linguistically and culturally diverse communities. This article uses theory-building to explore these paradigms and illuminate the prismatic dimensions of culturally sustaining reading instruction. We propose a reconciliatory bridging framework that builds on students' and educators' strengths and lived experiences. At the crux is teachers' deep professional learning, to effectively cultivate students' linguistic and literary repertoires across and within languages, dialects, cultures, identities, and histories. Teachers' assessment literacy and multidisciplinary knowledge are key, as is greater pluralization of the social sciences. Limitations within high-stakes accountability regimes are also discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499322
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1499322
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Framework for a Culturally Sustaining 'Science of Reading'
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jeanne+Sinclair%22">Jeanne Sinclair</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0726-7907">0000-0003-0726-7907</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nevra+Ozoren+Sener%22">Nevra Ozoren Sener</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5419-1047">0000-0002-5419-1047</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Theory%22"><i>Educational Theory</i></searchLink>. 2026 76(2):243-273.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 31
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Educational+Theories%22">Educational Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Assessment+Literacy%22">Assessment Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/edth.70069
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0013-2004<br />1741-5446
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: For decades, the "reading wars" have unfolded between two paradigms: a holistic, meaning-oriented approach, and a cognitively oriented skills-based approach. The "wars" have long complicated educational research, policy, and practice. Yet, neither the holistic nor the cognitive paradigm has historically centered strengths of linguistically and culturally diverse communities. This article uses theory-building to explore these paradigms and illuminate the prismatic dimensions of culturally sustaining reading instruction. We propose a reconciliatory bridging framework that builds on students' and educators' strengths and lived experiences. At the crux is teachers' deep professional learning, to effectively cultivate students' linguistic and literary repertoires across and within languages, dialects, cultures, identities, and histories. Teachers' assessment literacy and multidisciplinary knowledge are key, as is greater pluralization of the social sciences. Limitations within high-stakes accountability regimes are also discussed.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1499322
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1499322
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/edth.70069
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
        StartPage: 243
    Subjects:
      – SubjectFull: Educational Theories
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Assessment Literacy
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
    Titles:
      – TitleFull: A Framework for a Culturally Sustaining 'Science of Reading'
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jeanne Sinclair
      – PersonEntity:
          Name:
            NameFull: Nevra Ozoren Sener
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0013-2004
            – Type: issn-electronic
              Value: 1741-5446
          Numbering:
            – Type: volume
              Value: 76
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Educational Theory
              Type: main
ResultId 1