Most schools and states have adopted reading programs based on phonics and
research, but a new report finds that many teachers still aren’t fully using these methods in the
classroom. About one in three teachers still rely on older approaches that research has shown
are less effective. One of the most concerning findings is that teachers who learned about
reading instruction in college actually know less about it than those who picked it up on the job,
suggesting that teacher training programs need serious improvement. States like Mississippi
show that real change is possible, but it takes years of consistent effort, strong teacher training,
and good curriculum. Passing laws and policies is a start, but what happens in the classroom
every day is what truly matters for kids learning to read.
