The article highlights the alarming trend of reading difficulties among students, particularly illustrated through Eli, who could not identify letters in his own name despite being in second grade. This reflects a broader issue affecting two-thirds of children in California and the nation. It argues that only systematic, evidence-based literacy instruction can bridge the literacy gap that has persisted for decades. Furthermore, it emphasizes the importance of specialized training for teachers to effectively teach reading, as many lack crucial knowledge to address the literacy needs of their students.
Eli's story represents the shared reality for two-thirds of children, indicating that reading difficulties limit their access to academic and life opportunities.
Research shows when we teach students to read by directly guiding them to break the code of how sounds in letters work, about 95% of them can become strong readers.
The persistent gap in reading proficiency indicates that students haven't had access to evidence-based literacy instruction from interdisciplinary research.
Teaching a child how to read is truly rocket science; many teachers leave their credential programs without the necessary knowledge to meet literacy needs.
Collection
[
|
...
]