Abstract
The purpose of this paper is to explain how a rich understanding of syntax has the potential to contribute to teacher agency within Science of Reading policies. This paper begins with a discussion of the relationship between the Science of Reading and North Carolina’s Excellent Schools Act of 2021. Next, existing literature related to syntax and literacy theories is discussed. This section is followed by an examination of how syntax is represented in competencies for preservice teachers and elementary students in North Carolina. After that, evidence-based practices to support syntax are explained. Finally, a discussion of how stakeholders may juxtapose the policies and the strategies is provided.
Recommended Citation
Wren, Melissa
(2021)
"The Role of Syntax in North Carolina's Science of Reading Policies,"
Teacher Education Journal of South Carolina: Vol. 15:
No.
1, Article 9.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol15/iss1/9