Title: The Urgent Need to Reassess Our Approach to Teaching Reading
In the world of education, few issues are as pivotal as how we teach children to read. For three decades, many educators have been trained to rely primarily on the “whole language” approach rather than focusing on phonics. This method, heavily promoted and financed by influential figures like Lucy Calkins—and generating over $2 billion in revenue—has significantly shaped reading instruction across the country.
Unfortunately, this widespread adoption has come at a steep price. Today, approximately 60% of students are considered functionally illiterate, highlighting a persistent and critical educational failure. Instead of assigning blame solely to the teachers on the ground, it’s important to recognize that many of these instructional shifts were heavily influenced—and sometimes dictated—by school administrators and policymakers who were misled.
Recent developments indicate a shift back toward phonics-based instruction, with California adopting more scientifically proven methods of teaching reading. This move signals hope for future generations of students to receive instruction grounded in research rather than outdated or financially driven philosophies.
For those interested in understanding the deeper history behind this issue, the story of how these educational strategies were promoted and the consequences they have borne is well documented in investigative reports such as “Sold a Story.”
It’s time for educators, parents, and policymakers alike to prioritize evidence-based methods that truly empower children to become confident, capable readers. The future depends on it.
Learn more about California’s shift toward phonics here: [Link to CalMatters article]
And for a comprehensive background, see the detailed coverage: [Link to “Sold a Story” report]