A Framework for a Culturally Sustaining “Science of Reading”

Abstract For decades, the “reading wars” have unfolded between two paradigms: a holistic, meaning‐oriented approach, and a cognitively oriented skills‐based approach. The “wars” have long complicated educational research, policy, and practice. Yet, neither the holistic nor the cognitive paradigm has historically centered strengths of linguistically and culturally diverse communities. This article uses theory‐building to explore these paradigms and illuminate the prismatic dimensions of culturally sustaining reading instruction. We propose a reconciliatory bridging framework that builds on students' and educators' strengths and lived experiences. At the crux is teachers' deep professional learning, to effectively cultivate students' linguistic and literary repertoires across and within languages, dialects, cultures, identities, and histories. Teachers' assessment literacy and multidisciplinary knowledge are key, as is greater pluralization of the social sciences. Limitations within high‐stakes accountability regimes are also discussed.