Using frame analysis, the present study examined the intersections of science of reading research, media coverage, and state literacy policy to explore how Colorado policy and media documents have defined reading achievement. It also analyzed the values, assumptions, and agendas within these definitions. It identified diagnostic frames that defined a state-level problem with reading education and prognostic frames that proposed curriculum and teacher training mandates as solutions. Underlying these frames were assumptions of objectivity, agendas of top-down accountability, and a binary separation between effective and ineffective methods for the teaching of reading. Implications include the development of a critical pragmatism in which researchers, teachers, school leaders, and other practitioners can collaborate to navigate shifts required by legislation while reflecting on the ways in which such shifts are situated in larger narratives. The authors argue that such analyses are essential for implementing reading reform in ways that are equitable and responsive to local contexts.

中文翻译：

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媒体、立法和阅读科学：理解政策叙述以寻求合作之路

本研究利用框架分析，考察了阅读研究科学、媒体报道和州扫盲政策的交叉点，以探讨科罗拉多州的政策和媒体文件如何定义阅读成就。它还分析了这些定义中的价值观、假设和议程。它确定了定义阅读教育州级问题的诊断框架和提出课程和教师培训任务作为解决方案的预测框架。这些框架的基础是客观性假设、自上而下的问责议程以及有效和无效阅读教学方法之间的二元分离。其含义包括批判性实用主义的发展，研究人员、教师、学校领导和其他从业者可以合作引导立法所要求的转变，同时反思这些转变在更大的叙述中的定位方式。作者认为，此类分析对于以公平且适合当地情况的方式实施阅读改革至关重要。