当科学成为法律：熟练度、不足与 literacy 的监管

ABSTRACT The Science of Reading (SOR) has emerged as a dominant reference point in contemporary literacy research and policy, frequently invoked as a convergent and authoritative body of evidence guiding instructional reform. This article examines how SOR functions as both research and a legitimizing discourse within contemporary policy infrastructures. Drawing on influential SOR scholarship and critical analyzes of its policy uptake, this narrative‐critical review identifies recurring patterns in how reading development and proficiency are defined, operationalized, and governed. To illustrate