SOR is often interpreted as focused solely on word reading and the role of systematic phonics instruction in supporting reading achievement, particularly for developing readers. As Alexander notes, “To see the phrase ‘science of reading’ used in such a limited and pejorative manner is bewildering.” What is important here is that the authors almost universally emphasized that narrow interpretations of SOR (often taken up by the media to make its way into practice, policies, and schools) are problematic. Taken together, the articles in this special issue suggest that SOR is both a body of knowledge (defined broadly by researchers and scholars) and an interpretation of that body of knowledge (often defined narrowly by audiences outside the academy). The authors in this special issue push back on the idea that SOR be characterized by support for or opposition to phonics instruction. Again, as Alexander writes, “The reality is that reading does not begin or end with phonics or whole-word instruction (Seidenberg, 2013). It is far broader and more complex. Reading, broadly conceived, is any interaction between a person—be it a child, adolescent, or adult—and written language (Pearson & Cervetti, 2013). That interaction can involve written language at many levels, from words and sentences, to paragraphs, to entire volumes (Shanahan, 2019). Also, reading can be performed for many reasons, from purely personal to largely academic, and in many contexts, both in and out of school, as well as online or in print.” Hence, the aim of this special issue is to impact the field by advocating for a broader interpretation of SOR that can affect policy and practice and result in curricula decisions, legislation, and even teacher licensing requirement READ ARTICLE

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