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When Science of Reading Meets Equity: Understanding and Applying Equity-Oriented Models to Enhance a Phonics Intervention

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Bibliographic Details
Title: When Science of Reading Meets Equity: Understanding and Applying Equity-Oriented Models to Enhance a Phonics Intervention
Language: English
Authors: Bong Gee Jang (ORCID 0000-0002-6830-8170), Kate Franz
Source: Reading Research Quarterly. 2026 61(2).
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: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Reading Research, Equal Education, Models, Phonics, Intervention, Culturally Relevant Education, Early Childhood Education, Decoding (Reading), Multilingualism, Inquiry, Active Learning, Student Interests
DOI: 10.1002/rrq.70109
ISSN: 0034-0553
1936-2722
Abstract: This practitioner inquiry study examines how equity-oriented literacy frameworks can enrich a Science of Reading (SoR)-aligned phonics intervention, Road to Reading (RTR). Guided by an Asset-Based Integrated View of Reading and Culturally and Historically Responsive Literacy, 39 pre- and in-service teachers adapted RTR lessons for K-2 students in a graduate literacy methods course. We qualitatively analyzed 468 lesson plans and 312 reflective memos to document equity-oriented adaptations to the RTR phonics routine. Teachers embedded student-authored decodable texts, multilingual supports, inquiry-based learning, and assessment practices that attended to students' interests and identities. The findings illustrate patterns in teachers' equity-oriented adaptations that blend SoR-aligned instruction with culturally and historically sustaining pedagogy.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503821
Database: ERIC
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Abstract:This practitioner inquiry study examines how equity-oriented literacy frameworks can enrich a Science of Reading (SoR)-aligned phonics intervention, Road to Reading (RTR). Guided by an Asset-Based Integrated View of Reading and Culturally and Historically Responsive Literacy, 39 pre- and in-service teachers adapted RTR lessons for K-2 students in a graduate literacy methods course. We qualitatively analyzed 468 lesson plans and 312 reflective memos to document equity-oriented adaptations to the RTR phonics routine. Teachers embedded student-authored decodable texts, multilingual supports, inquiry-based learning, and assessment practices that attended to students' interests and identities. The findings illustrate patterns in teachers' equity-oriented adaptations that blend SoR-aligned instruction with culturally and historically sustaining pedagogy.
ISSN:0034-0553
1936-2722
DOI:10.1002/rrq.70109