Grace Hagerman:

What is the potential problem with focusing on the Science of Reading alone? Some educators say it places too much emphasis on a one-size-fits-all model of explicit, systematic, intensive phonics instruction for all students.  

Ground zero for the Science of Reading movement was an article by education reporter Emily Hanford for APM Reports.Published in 2018, Hanford’s article said the reason students are struggling with reading is because educators do not know the science of reading or choose to resist it. Students are not “wired to read” but need explicit phonics instruction, she wrote.   

After her article became popular, Hanford created a podcast series, Sold a Story, which went into greater detail about the Science of Reading movement. Hanford’s article and podcast inspired frustration in Thomas and he was moved to speak against her claims. “[The podcast] is very compelling for the public, but it’s just not based in real evidence,” Thomas said.   

Yet, because the Science of Reading movement seems to cover multiple universes, it is difficult to assign one absolute meaning. Elena Aydarova, an assistant professor in the Department of Educational Policy Studies at the University of Wisconsin-Madison, points to this ambiguity in a FreshEd podcast.  

——-

More.

Our govt’s decision to remove all subject area requirements for teachers will make things worse.

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?