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Back to the Future: Contrasting Scientific Styles in Understanding Reading

CAROL McDONALD CONNOR is an associate professor at Florida State University and the Florida Center for Reading Research, 2010 Levy Avenue, Suite 100, Tallahassee, FL 32310; cconnor{at}fcrr.org. Her research focuses on the complex links between language and literacy skills and the effect of instruction on children’s literacy development.

CHRISTOPHER SCHATSCHNEIDER is a professor of psychology at Florida State University and associate director of the Florida Center for Reading Research, 2010 Levy Avenue, Suite 100, Tallahassee, FL 32310; schatschneider{at}psy.fsu.edu. He has expertise in quantitative methods and research design and publishes in the area of individual differences in early reading acquisition, item response theory, research design, and the use of hierarchical linear models in developmental research. He is also the coeditor, with Don Compton, of Annals of Dyslexia.

FREDERICK J. MORRISON is a professor in the Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109; fjmorris{at}umich.edu. His research focuses on the nature and sources of variability in children’s early literacy development.

CLAIRE CAMERON PONITZ is a research scientist with a Ph.D. in educational psychology at the University of Virginia, Center for Advanced Study of Teaching and Learning, 350 Old Ivy Way, Suite 301, Charlottesville, VA 22903; ccponitz{at}virginia.edu. Her work focuses on children’s development of self-regulation within school contexts and how teachers’ organizational strategies may help students orient to the classroom. She has also done extensive work to develop and validate the Head-Toes-Knees-Shoulders measure of self-regulation in early childhood.

SHAYNE B. PIASTA is a former Institute of Education Sciences predoctoral fellow who received her training at Florida State University and the Florida Center for Reading Research. She is currently a visiting assistant professor in the School of Teaching and Learning and a research scientist in the Preschool Language and Literacy Lab, both located at Ohio State University, 353B Arps Hall, 1945 North High Street, Columbus, OH 43210; piasta.1{at}osu.edu. Her research interests include early and emergent literacy skill development and effective literacy instruction.

BARRY J. FISHMAN is an associate professor of learning technologies in the School of Education and the School of Information at the University of Michigan, 610 East University, Room 1360B, Ann Arbor, MI 48109; fishman{at}umich.edu. His research interests are teacher learning with technology and the scalability and sustainability of innovation.

ELIZABETH COYNE CROWE is an assistant in research, which is a faculty position, at Florida State University and the Florida Center for Reading Research, 4750 Collegiate Drive, Suite 110, Panama City, FL 32405, and a former Institute of Education Sciences predoctoral fellow at the Florida Center for Reading Research in Tallahassee, Florida; ecrowe{at}fcrr.org. Her research interests include highly proficient readers and the multidimensional relations of language and literacy skills.

STEPHANIE GLASNEY is a doctoral student in developmental psychology at Florida State University, Florida Center for Reading Research, 2010 Levy Avenue, Suite 100, Tallahassee, FL 32310; sglasney{at}fcrr.org. Her research focuses on the links between children’s self-regulation and literacy skills.

PHYLLIS S. UNDERWOOD is a research faculty member at Florida State University and the Florida Center for Reading Research, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32306; punderwood{at}fcrr.org. Her research interests include the examination of culturally-responsive teaching practices on reading skill growth of early elementary grade students.

In this rejoinder to Willis, Smagorinsky, and Douglas (this issue of Educational Researcher), the authors discuss how many of the points raised by Willis and Smagorinsky regarding their original article, which appeared in the March 2009 issue of Educational Researcher, are concerned less with the methods themselves than with different styles of science. The authors of this rejoinder examine their differing styles of science, using Stanovich’s 2003 framework, and call for consilience and the understanding that multiple perspectives and methods are needed to solve the important and perplexing problems that students and teachers will face in the 21st century.

Key Words: classroom research • reading • research methodology

Educational Researcher, Vol. 38, No. 7, 537-540 (2009)
DOI: 10.3102/0013189X09348971


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