Science of Reading Mandates: Who’s Listening to The Experts?

Forty states are mandating the Science of Reading (SoR), promoting what they call evidence-based learning. Sadly, for years, thought-provoking arguments by accomplished reading and educational experts, based on serious research, have described complications surrounding the SoR. They seem all but ignored.

Problems with this paradigm seem unnoticed by policymakers in favor of a few neuroscientists, journalists, nonprofits and foundations, politicians, and professors, often with a vested interest in expensive SoR programs, many unproven and online.

The federal government is also pushing the bipartisan READ Act sponsored by Sen. Bill Cassidy (R-LA), who has a charter school for students with dyslexia, and others, raising additional concerns.

In a recent Education Week report, Federal ‘Science of Reading’ Bill Advances, many promoting this Bill are corporate school reformers, who support school choice! Although one choice proponent, Michael Petrilli from the Fordham Foundation, raises questions likening SoR to NCLB’s Reading First. I agree.

There’s also mention of a new National Reading Panel; however, there is fear that the panel chosen today would be as biased and political as the last panel. Consider the disregard for one of the panel’s members, Joanne Yatvin, the only teacher-turned-principal, who recused herself due to the panel’s problems. (See I Told You So! The Misinterpretation and Misuse of The National Reading Panel Report) or My Experiences in Teaching Reading and Being a Member of the National Reading Panel).

Here are a few of the many critical voices that policymakers should be listening to when it comes to literacy.

Dr. Elena (Helen) Aydarova

Aydarova’s publication record as a professor is long and impressive. As associate professor in educational policy studies at the University of Wisconsin, Madison, her work has appeared in journals, and she has won numerous awards for her research. She has analyzed the Science of Reading and raised serious questions. In What You See Is Not What You Get: Science of Reading Reforms as a Guise for Standardization, Centralization, and Privatization, published by the University of Chicago Press, she connects the SoR to standardization, centralization, and expansion of the private sector in education services. It’s hard to see here where the focus is on teaching children good reading practices.

In “Whatever You Want to Call It”: Science of Reading Mythologies in the Education Reform Movement, published by The Harvard Review, she exposes myths surrounding the SoR as it advances the agendas of the private sector, not creating useful change but maintaining the status quo. 

Dr. Nancy Carlsson-Paige and Dr. Diane Levin

Carlsson-Paige taught children for years and later became a professor at Lesley University, where she prepared teachers to work with early learners. In 2012, she co-founded, along with Levin, a professor of applied developmental psychology at Wheelock College, Defending the Early Years. DEY’s steering committee of great educators sought a just, equitable, and quality early childhood education and care for every young child.

DEY understood the danger of pushing down academics and replacing play with heavy reading instruction and questionable Common Core State Standards. They advocated for active, playful, experiential approaches supported by child development theory and evidence-based research. Carlsson-Paige’s book Taking Back Childhood: A Proven Road Map for Raising Confident, Creative, Compassionate Kids was a testament to this. As a sidenote, Carlsson-Paige is the mother of Matt Damon.

Regarding SoR, in 2025, Carlsson-Paige and Julie Hackett, Superintendent of Lexington public schools, wrote The fallacy of settled science in literacy published in The Boston Globe.

Carlsson-Paige, Levin, and the voices involved with DEY should be front and center when it comes to reading and early childhood; instead, sadly, the nonprofit will be shutting down.

Dr. Rachael Gabriel

As Professor of Literacy Education at the University of Connecticut, Gabriel is seen as a prolific researcher and writer about SoR and literacy in general. She is the editor of The Reading Teacher. You can catch her blogging on Substack under the Rachael Reading Policy, and she can be found in a variety of elite platforms like The Progressive, where she recently penned What’s Behind the Push to Make Schools Adopt the Science of Reading?

Dr. Andrew (Andy) Johnson

Johnson is professor emeritus of literacy instruction and a distinguished scholar from Minnesota State University, Mankato. He authored Designing Meaning-Based Interventions for Struggling Readers and his new book, Making Sense of the Science of Reading: Context Matters, is due out August 31. Johnson is a larger-than-life-blogger with The Reading Instruction Show on Substack, about reading and having been a classroom teacher for many years. He is especially knowledgeable on critical reading practices.

Dr. Stephen Krashen

Krashen has been described as one of the most influential figures in modern language learning theory. His research and work in second languages and reading are well known. He has advocated for access to great school libraries and children’s reading. Krashen’s reports and books are many and still relevant. All should be considered, including his well-researched report in Phi Delta Kappan, Whole Language and the Great Plummet of 1987-92: AN URBAN LEGEND FROM CALIFORNIA.

Dr. Diane Ravitch

Ravitch, a historian and well-regarded guru of education policy, has written many books and papers about public schools, and she is the go-to person for her laser-focused understanding of assessment and the harm of high-stakes standards. She has spoken warmly of her friendship with the well-respected reading expert Jeanne Chall. Ravitch has always understood the importance of phonics and repeatedly claims that there is no Science of Reading. Here she points to additional experts, David Reinking, Peter Smagorinsky, and David B. Yaden, and their report about SoR, and she continues to remind us of the history of reading and school reform.

Dr. Paul (P.L.) Thomas

Thomas, longtime professor at Furman University, is one of the most consistent writers about the SoR, and has repeatedly pointed to the ills surrounding third grade retention. Thomas has raised serious questions about the so-called success of Mississippi. His book How to End the Reading War and Serve the Literacy Needs of All Students: A Primer for Parents, Policy Makers, and People Who Care is a must read. Find Thomas on Substack and the National Education Policy Center.

Dr. Robert J. Tierney and Dr. P. David Pearson

Tierney is Dean Emeritus of Education, University of British Columbia and Professor Emeritus of Language and Literacy Education. He has an honorary professorship at the University of Sydney. Pearson is professor emeritus in the School of Education at the University of California, Berkeley. He served as Dean and was elected to National Academy of Education in 2003 and received the Alan Purves Award from the National Council of Teachers of English. In 2026, Pearson was elected to the American Academy of Arts and Sciences.

They wrote Fact Checking the Science of Reading, Opening Up the Conversation.

As you can see, the individuals noted above are well-established in literacy education and education policy, with serious research surrounding the SoR. There are many others whom I have left off. My point is that if we are going to legitimately address literacy concerns in America, all expert voices should be heard.

At this time, only the voices of a few are being considered based on biased, questionable research.

Americans are being deceived and are footing the bill for high-priced reading programs for students and teachers that are questionable, many of which have been around long enough that if they were going to make a difference, they already would have.

The time is now to include and listen to America’s experts when it comes to literacy!

 

 

 

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