Abstract
ABSTRACT In this introduction to the special issue, “Advancing the Science of Teaching Reading,” we explore how the four articles featured in this special issue address important themes, such as teaching practices as essential factors for student literacy development, identifying active ingredients, and effective approaches to integrating active ingredients. We recognize that the four studies are just examples, and future research is needed to explore different areas and approaches, addressing teacher instruction, teacher development, and approaches that creates the conditions under which children can develop the literacy skills. We also reflect on the relation of the Science of Teaching Reading to the Science of Reading, and propose two directions in which the Science of Teaching Reading should be expanded: including writing on an equal footing with reading (the Science of Writing, the Science of Teaching Writing, and the Science of Teaching Reading and Writing), and acknowledging that approaches to teaching reading and writing must respond to the full diversity of learners, teachers, and contexts. In conclusion, we suggest future directions to advance the field.
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