This study examines how the Science of Reading is represented in Twitter discourse and compares these representations to contemporary models of reading development. Although the Science of Reading is frequently positioned as an equity-oriented reform, little is known about how related ideas circulate in public discourse, particularly across social media platforms that increasingly shape teacher learning, policymaking, and public opinion. This content analysis study analyzed a sample of 14,165 tweets containing the hashtag #scienceofreading from 2020–2021 and 2022–2023. It explores two primary questions investigating (1) the extent to which essential literacy skills (e.g., phonological awareness, phonics, comprehension, vocabulary) are referenced in tweets or linked content and (2) the extent to which specific subgroup classifications identified by the National Assessment of Educational Progress (e.g., Black, Hispanic, students with disabilities, low-income, and other populations) are mentioned in the same sample of discourse on Twitter. Findings demonstrate that online discourse on Twitter (now X) includes more references to decoding-related skills such as phonological awareness and phonics, with far fewer mentions of language-related skills such as comprehension or vocabulary. Mentions of subgroups were minimal, while references to students with disabilities with explicit mention of dyslexia occurred at four times the frequency of race- or income-related subgroups. These distributions contrast with persistent national achievement disparities and suggest that contemporary Science of Reading discourse is more strongly oriented toward decoding-related skills than toward equity-focused concerns. Implications for teacher preparation, policy enactment, and critical media literacy are discussed.
Paciga et al. (Mon,) studied this question.