ABSTRACT
The dynamics associated with this evolution can be observed in competing models of reading, the waxing and waning of large-scale standards-based initiatives, the related changes in reading instruction as teachers pivot in relation to standards, and claims about what teachers need to learn and do to teach reading well. Alternatively, the research may be imported initially from affiliated fields, such as motivation and learning, and sociocultural influences on cognition, and then serve as foundation for ensuing inquiry focused on reading. As an editorial team, they are appreciative that the author teams agreed, a priori, to go beyond the more traditional research synthesis and critique to employ the gaps frame, and suggest school and classroom applications that hold promise for improving reading instruction and student achievement. By taking this approach to reviewing the research, the authors have taken important steps in addressing gaps and elaborating on the game changers of our time.
