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Using multimodal content analysis, thematic analysis, and discourse analysis, the study analyzed 87 images from 62 unique articles, opinion pieces, or special reports. Five themes emerged: an uninterrupted presentation of the model; depictions of reading as mysterious and aimless as well as a fragmented process; unrecognized wholeness of students and teachers; and narrow representations of education expertise. Educational journalism shapes public pedagogy, and lacks nuance risks aligning with advocacy rather than deep communication of key issues.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/science-of-reading-policies-international-impacts-and-impressions-602334/602334/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/science-of-reading-policies-international-impacts-and-impressions-602334/602334.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What did the study investigate about Education Week coverage?","Question",{"text":112,"@type":113},"It investigated how Education Week represented reading, students, and educators in the headlines and images accompanying Science of Reading articles.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the analysis conducted and what was the dataset size?",{"text":117,"@type":113},"The authors used multimodal content analysis, thematic analysis, and discourse analysis to analyze 87 images from 62 unique articles, opinion pieces, or special reports.",{"name":119,"@type":110,"acceptedAnswer":120},"What themes resulted from the multilayered analysis?",{"text":121,"@type":113},"The results produced five themes, including uninterrupted presentation of the model, depictions of reading as mysterious/aimless and as fragmented, non-recognition of students’ and teachers’ wholeness, and narrow representations of education expertise.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602334,1792165585,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Science of Reading Policies: International Impacts and Impressions  \neducation policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \n\n| Volume 33 Number 74 | November 11 , 2025 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nExamining Representations of Reading Education in Images and Headlines Accompanying Education Week Articles on  \nthe Science of Reading  \nStephanie F. Reid  \nUniversity of Cincinnati  \nUnited States  \n&  \nReka C. Barton  \nUniversity of Maryland, College Park  \nUnited States  \nCitation: Reid, S. F., & Barton, R. C. (2025) . Examining representations of reading education in images and headlines accompanying Education Week articles on the Science of Reading. Education Policy Analysis Archives, 33(74). [https://doi.org/10.14507/epaa.33.8615](https://doi.org/10.14507/epaa.33.8615 This)[ This](https://doi.org/10.14507/epaa.33.8615 This) article is part of the special issue Science of Reading Policies: International Impacts and Impressions, guest edited by Danielle Dennis and Rachael Gabriel.  \nAbstract: This study examined how Education Week, an education news magazine, represented reading, students, and educators in headlines and images accompanying articles on the Science of Reading. This study drew from multimodal content analysis, thematic analysis, and discourse analysis methods to analyze 87 images from 62 unique articles, opinion pieces, or special reports on the Science of Reading. The authors examined who the images featured and analyzed how these images depicted reading and reading education. The multilayered data analysis resulted in the construction of five themes: (1) the Science of Reading model was presented in uninterrupted ways; (2) reading was depicted as mysterious and goal-less and also as (3) a process in pieces; (4) the wholeness of  \nstudents and teachers was not recognized; and (5) the images offered narrow representations of education expertise. Ultimately, education journalism enacts powerful public pedagogy that shapes and is shaped by audiences that include policymakers. When literacy education news reporting does not represent the nuance, divergence, and full breadth of conversations about reading instruction, education news risks becoming more aligned with advocacy than with the deep communication of significant issues.  \nKeywords: science of reading; reading education; literacy policy; education journalism; multimodal content analysis  \nExaminando las representaciones de la enseñanza de la lectura en imágenes y titularesque acompañan los artículos de Education Week sobre la ciencia de la lectura Resumen: Este estudio examinó cómo Education Week, una revista de noticias educativas, representó la lectura, a los estudiantes y a los educadores en titulares e imágenes que acompañaban artículos sobre la Ciencia de la Lectura. El estudio se basó en métodos de análisis de contenido multimodal, análisis temático y análisis del discurso para analizar 87 imágenes de 62 artículos, columnas de opinión o informes especiales sobre la Ciencia de la Lectura. Los autores examinaron a quiénes mostraban las imágenes y analizaron cómo éstas representaban lalectura y la enseñanza de la lectura. El análisis multilayered de los datos resultó en la construcción de cinco temas: (1) el modelo de la Ciencia de la Lectura se presentó de maneraininterrumpida; (2) la lectura se representó como misteriosa y carente de objetivos, y también como (3) un proceso fragmentado; (4) no se reconoció la integralidad de estudiantes ydocentes; y (5) las imágenes ofrecieron representaciones limitadas de la pericia educativa. En última instancia, el periodismo educativo ejerce una poderosa pedagogía pública que forma y es formada por audiencias que incluyen a los responsables de políticas. Cuando la cobertura noticiosa sobre la enseñanza de la lectura no representa los matices, divergencias y amplitud delas conversaciones sobre la instrucción lectora, las noticias educa","cbCaitwnh798puSR","https://ap.wps.com/l/cbCaitwnh798puSR","pdf",386378,22,"English","# Abstract\n# Keywords\n# Main Themes and Findings","[{\"question\":\"What did the study investigate about Education Week coverage?\",\"answer\":\"It investigated how Education Week represented reading, students, and educators in the headlines and images accompanying Science of Reading articles.\"},{\"question\":\"How was the analysis conducted and what was the dataset size?\",\"answer\":\"The authors used multimodal content analysis, thematic analysis, and discourse analysis to analyze 87 images from 62 unique articles, opinion pieces, or special reports.\"},{\"question\":\"What themes resulted from the multilayered analysis?\",\"answer\":\"The results produced five themes, including uninterrupted presentation of the model, depictions of reading as mysterious/aimless and as fragmented, non-recognition of students’ and teachers’ wholeness, and narrow representations of education expertise.\"}]","Science of Reading Policies - International Impacts and Impressions | PDF",1792094494,55]