The Science of Reading movement: The never-ending debate and the need for a different approach to reading instruction (NEPC Policy Brief)

Please access this policy brief on the “science of reading” movement from NEPC:

Thomas, P.L. (2022). The Science of Reading movement: The never-ending debate and the need for a different approach to reading instruction. Boulder, CO: National Education Policy Center. Retrieved [date] from http://nepc.colorado.edu/publication/science-of-reading

Find Documents:

Publication Announcement: https://nepc.colorado.edu/publication- announcement/2022/09/science-of-reading

NEPC Publication: https://nepc.colorado.edu/publication/science-of-reading

The policy brief emphasizes the need to avoid one-size-fits-all reading policy and practice. For context, please see:

We should acknowledge that one-size-fits-all metrics do not fairly measure what matters most in many schools. Right now, what matters most is finding ways to address and improve students’ mental health so they can get back on track with learning. We should reward schools for innovation, for creating programs that will take time to evaluate.

Simple numbers promote simple solutions and can prevent promising programs with long-term positive implications from taking root. Before we head into another school year, let’s look at dismantling the ranking systems that are burdening our administrators with busywork and preventing authentic improvement.
Why one-size-fits-all metrics for evaluating schools must go

The Never-Ending Debate and the Need for a Different Approach to Reading Instruction (NCTE)