Beyond the Science of Reading by Natalie Wexler (opens in new tab)

There is something almost combustible about stepping into the reading debate right now. Say “science of reading” in a room of educators and you can feel the temperature shift. For some, it represents long-overdue clarity—systematic phonics, structured literacy, fidelity to research. For others, it signals narrowing, mandates, and a fear that reading will be reduced […]