Knowledge Representation Essay

Since beginning my program I have come to understand how both seminal and current

research in literacy has influenced educational policy and practice. For example, in my

coursework thus far the trajectory of various frameworks and research methodologies in literacy

has been examined from the mid nineteenth century to the present. I have come to understand

how ways of knowing serves to influence research and paradigms and how such paradigm shifts

affect literacy practices. Learning about the historical roots of literacy has shed light on how

research has impacted current educational policies and teaching practices. From Grays 1948

look say method of reading, to Fleschs 1955 Why Johnny Cant Read, posed the question of

how best to teach reading. Challs Learning to Read: The Great Debate, and Goodmans

psycholinguistic guessing game launched the infamous Reading Wars. Research on reading

instruction was also influenced by cognitive psychology during the 1970s. In the early 1980s

whole language sought to provide a way to teach reading in context without the emphasis on

phonics drills. At this same time Calkins and Graves two pioneers in the writing process

demonstrated how writing could benefit reading. The balanced approach to literacy instruction

was introduced during the 1990ss as a way to combine both phonics and whole language

instruction. In 1998 the National Reading Council (NRC) issued their report Preventing reading

Difficulties in Young Children, which recognized the many findings from various diverse

scientific disciplines and pushed for further evidence based reading instruction. In 2000 The

National Reading Panel (NRP) using experimental or quasi-experimental designs in their meta-

analysis reviewed empirical studies on different instructional strategies in teaching reading. The

National Reading Panel Report National Institute of Child Health and Human Development

(NICHD) summarized several decades of scientific research and listed the five necessary
components of reading instruction: alphabetic knowledge, phonics, fluency, vocabulary, and

comprehension. Then in 2008 using meta-analyses, the National Early Literacy Panel (NELP)

conducted a research synthesis on early literacy development focusing on children from birth to

age five. (EDRD 829, EDRD 830, EDRD 832)

In summarizing my understanding of literacy development from its early period to the

present I can understand how various research methodologies and theorical perspectives

influence educational policy and curriculum. In earlier literacy research a dualism between

qualitative and quantitative methodologies in educational research prevailed. Current research in

education calls for a more ecological approach where fragmentation among methodologies can

be eliminated. Advances in methodologies can further our understanding of literacy acquisition

by providing several approaches in answering research questions. Furthermore a more ecological

approach to research can serve to validate previous studies and add to current ones. As new and

different approaches to research are incorporated a greater in depth knowledge can be gained. It

would only seem logical that as new research questions are formed new methodologies would be

as well. It would be well worth it for researchers to acknowledge, appreciate, and accept

differing methodological and epistemological perspectives for the advancement of literacy

research. An ecological approach in research can lead to greater understanding in the field of

literacy.