science of reading

Increased awareness has propelled movements like the Science of Reading, forcing schools to take literacy instruction more seriously despite decades of misunderstanding surrounding dyslexia. Current data shows low proficiency rates for fourth graders (NAEP 2024), indicating a major implementation gap that gives rise to what is called the dyslexia industrial complex. This complexity causes public education to become increasingly dependent on external systems and private providers rather than building internal school capacity.

Governor Mike DeWine urged his successor to continue literacy programs, stating that money invested in early childhood education is money best spent. He noted that Ohio schools are required to teach the Science of Reading and referenced giving out over 27 million free books through Dolly Parton’s Imagination Library. Additionally, Vivek Ramaswamy proposed reinstating a policy requiring normal students to be literate by the end of 3rd grade.

The science of reading is a series of facts about how children learn to read, but it is not an implementable model itself. Critics have raised concerns that focusing too heavily on this science might disadvantage English learners by neglecting support for their home languages. A report from Joanna Yip suggests improving literacy by centering multilingual learners' needs and helping students bridge knowledge between their first language and English.

Preliminary data revealed that reading scores in New York City last school year sank sharply, with third graders showing a nearly 14 percentage point decline. Overall proficiency for students in grades 3-8 dropped by 6 percentage points. The steep drops are occurring as city officials implement mandated curriculums aligned with the science of reading.

New York state reading proficiency dropped 5 percentage points to 48% in 2025, with fifth grade scores falling 14 points. Math proficiency rose slightly to 57%, while experts noted unusual fluctuations in test results. State officials are promoting the 'science of reading' to address literacy challenges.

A bipartisan-supported bill requiring states to use the science of reading in classrooms to qualify for a federal literacy grant advanced from the Senate HELP Committee. The READ Act (S.4689) aims to strengthen federal oversight of literacy instruction and includes provisions for teacher training and funding shifts. Another bill explicitly identifying dyslexia as a learning disability under the Individuals with Disabilities Education Act also passed.

Governor Gretchen Whitmer made ‘science of reading’ training mandatory for Michigan teachers and signed the 2027 fiscal year education budget at Alder Elementary School in Southfield.

New York officials propose mandatory updates to teacher preparation programs to align with the science of reading, emphasizing evidence-based methods like phonics and phonological awareness. The regulations aim to address concerns that many programs fail to properly train educators in reading instruction, requiring compliance by 2028.

Over 40 states mandate evidence-based reading instruction for K-8, but educators and publishers now seek similar guidance for high school English curriculum. A nonprofit collaborated with experts to create the Knowledge Matters High School Review Tool, addressing the need for rigorous, content-rich materials for grades 9-12.

The California Department of Education hosted a webinar titled the 'Black Student Achievement Series,' which critics argue did not focus on academic topics like reading and math, as expected, but instead addressed different priorities.

Connecticut schools are enhancing early detection of reading delays through the 2023 Right to Read law, which mandates science-based literacy curricula for K-3. The Southport School, in partnership with Sacred Heart University, offers free reading screenings to identify delays early, aiming to address them before fourth grade when reading becomes critical for learning other subjects.

Mississippi Governor Tate Reeves urged Oklahoma leaders to adopt and implement strong literacy policies, citing Mississippi's improved fourth-grade reading scores as evidence of success. Oklahoma has enacted similar laws, including a third-grade retention policy and increased funding for literacy programs, with support from the Oklahoma State Chamber.

US test results show younger students (9-year-olds) have recovered to pre-pandemic reading and math levels, while 13-year-olds' scores remain below pre-pandemic averages and unchanged since 1971. Educators emphasize the need for renewed focus on adolescent learners to address stagnant academic outcomes.

US test results show younger students have regained pre-pandemic reading and math scores, while 13-year-olds' scores remain stagnant, with reading levels unchanged since 1971. The National Assessment Governing Board urges increased focus on adolescent learners to address ongoing academic challenges.

A new report finds that slightly more than half of teacher preparation programs now align with the science of reading, doubling from a quarter three years ago. However, hundreds of programs remain unaligned, and many teach outdated methods, despite states adopting science of reading policies. States like Mississippi, Louisiana, Tennessee, and Indiana saw reading score improvements with these policies, but progress remains uneven.

Half of New York's teacher preparation programs failed to teach scientifically-based reading instruction, according to a National Council on Teacher Quality report. Six programs received top grades, while 19, including those from CUNY and SUNY, received failing marks. New York's refusal rate for program materials was among the highest nationally.