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On the Same Page: A Primer on the Science of Reading and Its Future for Policymakers, School Leaders, and Advocates

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Bibliographic Details
Title: On the Same Page: A Primer on the Science of Reading and Its Future for Policymakers, School Leaders, and Advocates
Language: English
Authors: Kelly Robson Foster, Tanvi Kodali, Bonnie O’Keefe, Andrew J. Rotherham, Andy Jacob, Bellwether
Source: Bellwether. 2024.
Availability: Bellwether. 650 Massachusetts Avenue, NW Suite 600, Washington, D.C. 20001. Tel: 877-636-0909; Web site: https://bellwether.org/
Peer Reviewed: N
Page Count: 82
Publication Date: 2024
Sponsoring Agency: Walton Family Foundation
Document Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Reading Research, Educational Trends, Educational Policy, Reading Instruction, Program Implementation, Reading Programs, State Policy, Educational Change, Instructional Improvement, Elementary Secondary Education, Word Recognition, Reading Comprehension, Reading Skills, Academic Achievement, Racial Differences, Bilingualism, English Learners, Phonics, Whole Language Approach, Reading Achievement, Reading Teachers, Teacher Certification
Abstract: Improving reading instruction is one of the hottest topics in K-12 education today. It is also one of the most complex, encompassing pedagogy, policy, and politics -- all rooted in a long history of arguments about the best way to teach kids to read. This analysis is a primer on the "Science of Reading" and efforts to implement it across the country, designed primarily to inform policymakers, advocates, and members of the news media. The goal for this report is to provide a clear fact base for discussions about reading instruction, state-level policies governing it, and relevant lessons from past large-scale reform efforts. The authors hope it serves as a resource for stakeholders as they navigate reading policy in their own contexts.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED664840
Database: ERIC
Description
Abstract:Improving reading instruction is one of the hottest topics in K-12 education today. It is also one of the most complex, encompassing pedagogy, policy, and politics -- all rooted in a long history of arguments about the best way to teach kids to read. This analysis is a primer on the "Science of Reading" and efforts to implement it across the country, designed primarily to inform policymakers, advocates, and members of the news media. The goal for this report is to provide a clear fact base for discussions about reading instruction, state-level policies governing it, and relevant lessons from past large-scale reform efforts. The authors hope it serves as a resource for stakeholders as they navigate reading policy in their own contexts.