The aim of the current paper is to offer a unique perspective on eye movement analysis in reading research by applying techniques from social network analysis to examine integration processes between sentences during reading. In a first step, we explored how network measures relate to the often-used duration measures in reading research in order…

Using reading research as an example, this article aims to provide new conceptual tools for examining the production of scientific knowledge. Drawing on the metaphor of a theatre of truth, it explores how scientific knowledge is staged, dramatised and communicated within the field of reading research. It highlights the performative and public…

The Science of Reading (SOR) has become a public discourse with educational stakeholders, impacting legislative policy, reading content, curricula, and pedagogy across schools. Public engagement in this movement has transpired on social media, including TikTok, where viral content often promotes narrow or binary viewpoints through an authoritative…

Culture and language shape the way people read. Yet, within many popular reading models of reading development, culture is a component, if featured at all. Illustrated through examples of pro-Black, culturally sustaining, emancipatory practices of one teacher, this article highlights the Cultural Sustenance View of Reading, a reader model that can…

This review investigates how individual reader characteristics and textual characteristics jointly influence cognitive processing during scientific text reading, based on eye-tracking research between 2012 and 2025. A total of 37 studies focusing on scientific texts were analyzed to identify trends in research questions, methodologies, and…

Reading researchers have been engaged with K-12 disciplinary literacy instruction that spotlights the reading and writing of knowledge-producing communities. While research includes rich descriptions of professional scholars enacting meaningful disciplinary practice, questions remain about youth practices in some knowledge-creating communities,…

The development of research methodology in any scientific field is closely tied to technological advancements that allow for deeper and more sophisticated data analysis. To help readers understanding the scope of current lexical availability research, this chapter provides a description of the tools and research resources specifically developed…

The Joan Ganz Cooney Center, with support from the Walton Family Foundation, has embarked upon a three-year initiative that aims to help shape educational technology products that address specific literacy outcomes. In 2023, the Cooney Center Sandbox was launched to help digital media innovators answer the following questions: "How do you…

We aim to examine similarities and differences in the developmental patterns of habitual (HRM) and situational reading motivation (SRM). We investigated the correlated change of SRM and two aspects of HRM: habitual reading enjoyment and habitual reading for interest. The sample comprised N = 1508 students with four waves of data collections spaced…

The science of reading refers to the extensive body of research on how we learn to read and the most effective methods for teaching reading. Our knowledge of what works in reading instruction is based on decades of rigorous, scientifically based research in the fields of education, cognitive psychology, and neuroscience. This research digest…

This paper introduces the Justice and Dialogic Education (JADE) framework, which integrates dialogic instruction with justice-oriented pedagogies to foster transformative classroom environments. Dialogic instruction emphasizes collaborative, student-centered learning and has been shown to support academic outcomes such as reading comprehension,…

Transform your school's reading outcomes through systematic implementation of the science of reading within a multitiered system of supports framework. This comprehensive guide provides over 50 practical tools that help leaders engineer robust support systems across all tiers. Move beyond individual interventions to create lasting, system-level…

Cognitive-informed reading education research utilises models that are underpinned by the notion that reading is a mental process of word recognition multiplied by language comprehension. Examples of these models include the Simple View of Reading, the Cognitive Foundations Framework, the Reading Rope and the Active Model of Reading. These models…

Drawing on the work of Simone Weil, this article argues that the human purpose of reading is the creation of meaning through interpretive activity. In the context of institutionalized schooling, however, the activity of reading has been alienated from this purpose. As a result, some contemporary pedagogies of reading might keep us from learning…

The increasing number of Emergent Bilingual students (EBs) in US schools has created the need for teacher preparation programs that foster a deeper understanding of findings from cognitive science that inform best instructional practices. Although much has been said about EBs as needing to "bridge the gap" on their reading achievement in…