Abstract
AbstractThe purpose of this article is to look anew at the concepts of reading, reading development, and reading research as they exist beyond the boundaries of the “science of reading” controversy. The context for this reconceptualization is reading in the digital age and the challenges that today’s readers confront daily. Those challenges include information saturation, the proliferation of misleading and malicious online content, the struggle to use valid evidence to support claims, and the tendency to treat complex issues in an overly simplistic fashion. How these concerns pertain to the ongoing “science of reading” debate is also considered. The author concludes with an overview of three recommendations for addressing the challenges faced by readers in this digital age. If they are to be realized, these recommendations require the consolidated effort of reading researchers, reading educators, school leaders, parents, policymakers, and students themselves.
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