Media Misreading the Reading Crisis Yet Again
Several news articles, videos, reports on new state legislation, and commentaries across mainstream media have built a false narrative about a Reading Crisis. That story includes several key elements: Teachers do not know, and thus do not practice, the science of readingbecause teacher education has failed them.
Not only have the mainstream media offered only one narrative, but also, for example, the Education Writers Association chose one of the most prominent misleading articles for a Public Service, small staff award: Emily Hanford’s “Hard Words.”
In 2019, the Reading Wars have begun anew but with different language: Phonics advocates have simplified “the science of reading” to “all students need systematic phonics,” for example. And this round has resulted in dramatic changes in state reading policies.
As literacy educators and scholars, however, we contend that these messages are misrepresenting the Reading Crisis and the science of reading — both of which are far more complicated than being presented by much of the media, dyslexia advocates, and political leaders.
Those Who Ignore History: A Look Back at Reading Crises
The newest misdiagnosed Reading Crisis begs for a truism: “Those who cannot remember the past are condemned to repeat it” (George Santayana).
For example, the November 1942 issue of The Elementary English Review CONTINUE READING: Media Misreading the Reading Crisis Yet Again – Paul Thomas – Medium
