Abstract
Students in U.S. elementary schools continue to experience difficulty learning to read, with some attributing these difficulties to a lack of alignment with the Science of Reading (SOR). Social media plays a prominent role in disseminating information about the SOR, serving as a platform for discussion and debate that reflects many tenets of effective online professional development (OPD). The current study examines how one group of educators on social media sought out and discussed information related to the SOR. Content analysis was utilized to determine how contributors engaged with the group and what pedagogical content knowledge and SOR topics were addressed in alignment with two major tenets of effective OPD. Our analyses revealed a relatively large number of educators participated minimally, most often requesting suggestions for phonics-focused material. Posts were mostly neutral or positive in tone, with the majority functioning as lists rather than discussions. Research was rarely cited to support assertions or suggestions. Analyses reveal the group functions primarily as a triage site rather than as an effective OPD venue. Findings are discussed in relation to future directions and critiques of using social media as OPD to understand the SOR.
Recommended Citation
Barnes, Erica; Puccioni, Jaime; and Ferris, Abigail
(2025)
"Using Facebook to Discuss the Science of Reading,"
The Language and Literacy Spectrum: Vol. 35:
Iss.
1, Article 8.
Available at:
https://digitalcommons.buffalostate.edu/lls/vol35/iss1/8