This article is from the source 'nytimes' and was first published or seen on . It last changed over 40 days ago and won't be checked again for changes.

You can find the current article at its original source at https://www.nytimes.com/2023/04/16/us/science-of-reading-literacy-parents.html

The article has changed 9 times. There is an RSS feed of changes available.

Version 7 Version 8
‘Kids Can’t Read’: The Revolt That Is Taking On the Education Establishment ‘Kids Can’t Read’: The Revolt That Is Taking On the Education Establishment
(about 7 hours later)
In suburban Houston, parents rose up against a top-rated school district, demanding an entirely new reading curriculum.In suburban Houston, parents rose up against a top-rated school district, demanding an entirely new reading curriculum.
At an elementary school in Hutchinson, Minn., a veteran teacher is crusading for reform, haunted by the fear that, for 28 years, she failed children because she was not trained in the cognitive science behind reading.At an elementary school in Hutchinson, Minn., a veteran teacher is crusading for reform, haunted by the fear that, for 28 years, she failed children because she was not trained in the cognitive science behind reading.
And Ohio may become the latest state to overhaul reading instruction, under a plan by Gov. Mike DeWine.And Ohio may become the latest state to overhaul reading instruction, under a plan by Gov. Mike DeWine.
“The evidence is clear,” Mr. DeWine said. “The verdict is in.”“The evidence is clear,” Mr. DeWine said. “The verdict is in.”
A revolt over how children are taught to read, steadily building for years, is now sweeping school board meetings and statehouses around the country.A revolt over how children are taught to read, steadily building for years, is now sweeping school board meetings and statehouses around the country.
The movement, under the banner of “the science of reading,” is targeting the education establishment: school districts, literacy gurus, publishers and colleges of education, which critics say have failed to embrace the cognitive science of how children learn to read.
Research shows that most children need systematic, sound-it-out instruction — known as phonics — as well as other direct support, like building vocabulary and expanding students’ knowledge of the world.