To expand the conversations on the “science of reading,” Alexander notes that the language used to debate reading instruction is often restrictive, describing a view of reading that is constrained, or focused on only small parts of reading that do not fully explain the full reading process. To counter this, Alexander redefines reading with a more complete idea, describes some of the issues related to reading in the digital age, and provides a path forward for educators, researchers, and teacher educators alike.06/23/2026 10:47:47 AM_DO NOT USE TAGS - They will be deleted!