Critical issues: Reading and the New Literacy Studies: Reframing the National Academy of Sciences report on reading

James Paul Gee

Research output: Contribution to journalArticle

76 Scopus citations

Abstract

This article is a reflection on the recent report from the National Academy of Sciences, Preventing Reading Difficulties in Young Children. This report, typical of many recent discussions of early reading instruction, centers on psycholinguistic aspects of reading having to do with phonological awareness, decoding, word recognition, and literal comprehension. I seek to reframe the report from the perspective of the New Literacy Studies, an interdisciplinary effort that takes a sociocultural approach to language and literacy. My approach is to stress tensions internal to the report itself as pressure points around which one could imagine a different sort of report being written, one more in the spirit of the New Literacy Studies. I take up issues such as whether or not there is a consensus in the reading field; the nature of the "literacy crisis"; relationships among reading, poverty, racism, and culture; whether or not technology leads to higher literacy demands; learning to read as against learning content; and the connections among phonological awareness, early language abilities, and the use of specific genres and registers in school.

Original languageEnglish (US)
Pages (from-to)355-374
Number of pages20
JournalJournal of Literacy Research
Volume31
Issue number3
DOIs
StatePublished - Sep 1999

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Fingerprint Dive into the research topics of 'Critical issues: Reading and the New Literacy Studies: Reframing the National Academy of Sciences report on reading'. Together they form a unique fingerprint.

  • Cite this