Author ORCID Identifier
https://orcid.org/0009-0007-2265-3159
Abstract
This white paper addresses the literacy crisis in the United States. Currently, in the educational system, millions of children lack access to research-based reading instruction and, as a result, struggle to become proficient readers. Despite decades of academic and reform efforts, national reading achievement has been declining. This literacy crisis can be traced back to outdated or inconsistent instructional practices, socioeconomic background, lack of research-based instructional curricula, as well as inconsistent and ineffective implementation of these approaches. Based on recent research and national data, this white paper advocates for aligning teacher education and professional development with the Science of Reading. High-quality, evidence-based training and support, based on explicit, systematic phonics instruction and grounded in coaching and practice, has the power to move schools from a place of remediation to one of prevention, and help all students receive the literacy instruction they need. Based on recent research and national data, this white paper advocates for aligning teacher education and professional development with the Science of Reading. High-quality, evidence-based training and support, based on explicit, systematic phonics instruction and grounded in coaching and practice, has the power to move schools from a place of remediation to one of prevention, and help all students receive the literacy instruction they need.
Recommended Citation
Kaczrowski-Taylor, J. (2025). Unlocking Reading Success: Addressing the Literacy Crisis in the United States. The Interactive Journal of Global Leadership and Learning, 4(1). https://doi.org/10.55354/2692-3394.1068
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Educational Methods Commons, Elementary Education Commons, Higher Education Commons, Language and Literacy Education Commons, Leadership Studies Commons, Online and Distance Education Commons
