The role of asset-based pedagogy in an interactive view of reading

2024/10/01 by Rachael Gabriel, Francesca López · 2 voices · 1 citation
Arts and Humanities · Psychology · Social Sciences · #Literacy, Media, and Education #Online and Blended Learning #Reading and Literacy Development

paper · doi:10.1080/00461520.2024.2394031

openalex publication_date 2024/10/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/14

Abstract

In this paper, we present an Asset-Based Interactive View of Reading that builds on the Active View of Reading, Self-Determination Theory, and Asset-Based Pedagogy to consider the role of students’ individual, linguistic, and cultural resources in understanding reading processes. We begin by discussing some of the limitations with the ways Science of Reading has been narrowly conceived, which includes the (perhaps unintended) consequences of reliance on the Simple View of Reading. We then elaborate on each of the three components of our proposed framework to address assumptions of cultural neutrality and universal application in educational psychology. We conclude with implications for research, policy, and practice.

Citations

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Cited by

• Multiple text comprehension in contemporary contexts: Integrating broader understandings of affect, culture, and technology

Discussions

• Can we devise a science of reading that respects and productively incorporates the knowledge and background of ALL learners? The answer is YES - Gabriel & Lopez explain how in this new article in Educ [bsky, 6 points, 0 comments]
• In EP's new Special Issue on the Science of Reading, Rachael Gabriel and Francesca López investigate "some of the limitations with the ways the Science of Reading has been narrowly conceived, which in [bsky, 5 points, 1 comments]

Related

• Expanding the science of reading: Contributions from educational psychology
• What Matters Most? Toward a Robust and Socially Just Science of Reading
• Centering Equity in the Science of Reading
• The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading
• What Constitutes a Science of Reading Instruction?