This is Part IV in a series digging into two articles from Keith Stanovich that provides useful ways for educators to understand the science in the science of reading.

In Part I, we examined a 2003 article that proposed 5 different “styles” that can influence how science is conducted and perceived.

Since Part II, we’ve been unpacking a long and stellar 2003 piece by Paula and Keith Stanovich, “Using Research and Reason in Education: How Teachers Can Use Scientifically Based Research To Make Curricular & Instructional Decisions.”

Today in Part IV, we continue onward deeper into the article to examine the oh-so very science-y aspects of experimental design.

*The “science of reading” has become a loaded term — partly due to how “science” itself may be conceived. Since starting this series (yes, I know, I take a really long time to write posts), there’s been a fascinating trend of articles reacting to the term in various ways. These takes seem only slated to increase, given the wide attention this recent tidy overview on the push for SOR in Time has received, just as one example.*

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” presented by silver bullet fads. These tendencies can and do subvert science-based reading practice.

In Part II, we began our analysis of yet another stellar 2003 piece by Paula and Keith Stanovich, which lays out the importance in drawing on the cumulative base of scientific findings on reading, rather than on gurus, personal agendas, and politics, as the field of education so often tends to. We learned that while peer reviewed research may not be a guarantee of quality, it is at the very least a minimum criterion that establishes such research as a part of the accumulating “public” realm of scientific knowledge.

Today in Part III, we continue onward with the article from Part II, “Using Research and Reason in Education: How Teachers Can Use Scientifically Based Research To Make Curricular & Instructional Decisions,” as it is a lengthy one and there’s quite a bit more left to unpack.

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.”

I’ve observed an interesting divide in how people react to and interpret the term “the science of reading” (or “SOR” for short).

For some, the term elicits eager head nodding — it’s even become incorporated into the sales pitch of many a vendor of education products. For others, the term elicits a gut reaction akin to disgust.

There’s a lot wrapped up in how someone may think of “science” at large that then influences their reactions to the term of the “science of reading.” But don’t just take my word for it. Keith and Paula Stanovich penned some really insightful pieces about this in the early 2000s, and outlined how educators can understand and leverage science to inform their own instructional practice.