The “science of reading” has become a loaded term — partly due to how “science” itself is conceived.

In Part I, we examined a 2003 article by Keith Stanovich that proposed 5 different “styles” that can influence how science is conducted and perceived. In that article, we learned that in education there may be a tendency to lean towards “coherence” in narratives or the “uniqueness” of silver bullet fads. These tendencies can subvert science-based reading practice.

In Part II, we will look at yet another stellar 2003 piece by Paula and Keith Stanovich titled, “Using Research and Reason in Education: How Teachers Can Use Scientifically Based Research To Make Curricular & Instructional Decisions.”