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Educational Policy
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The Reading Wars

P. David Pearson

Graduate School of Education at the University of California, Berkeley

This article’s fundamental argument is that the reading instruction and reading research have been shaped by political forces desiring to privilege particular approaches to instruction or particular combinations of methodological and epistemological perspectives on research. The swings in both dominant pedagogies and dominant research paradigms are analyzed in terms of these determining forces. The article concludes by championing balance and compatibility across both instructional approaches and research methods in the hope of arresting the pendulum swings that have characterized the field for too many decades.

Key Words: reading • reading research • reading policy • history of reading • reading curriculum

Educational Policy, Vol. 18, No. 1, 216-252 (2004)
DOI: 10.1177/0895904803260041
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