Dr. Elena Aydarova is an Assistant Professor in the Department of Educational Policy Studies at the University of Wisconsin-Madison and a fellow with the National Education Policy Center. Dr. Aydarova’s research examines the interaction between educational policies, education reforms, and policy advocacy. She is an award-winning author of over 40 publications. Dr. Aydarova received postdoctoral fellowships from the National Academy of Education/Spencer Foundation and the American Association of University Women.

If you can blame students, teachers, and colleges of education, we won’t see the social problems that impact learning. It’s much easier to blame teachers than to fix the actual cause of social problems. However, there is one thing of which we can be certain: If Cengage Learning, Houghton Mifflin Harcourt, McGraw-Hill Education, Pearson Education, and Scholastic could sell products to fix one of these social problems, that problem would be the cause of the next educational crisis.

To fully understand this current reading “crisis” (which really isn’t a crisis at all), it must be seen in the context of similar “crises” occurring in the past (which weren’t really crises either). This current “crisis” is not the first reading crisis to come along (Aydarova, 2024; Berliner & Biddle, 1995; McQuillan, 1998; Thomas, 2024), and it certainly won’t be the last. And when this crisis runs its course, there will be a lull followed by another crisis, and then another, and then another. That’s because there will always be those willing to create the illusion of crises for political and economic gain (Altwerger, 2008; Aydarove, 2023). And sadly, it’s an effective tactic … for a time anyway.

The thing about research is that it doesn’t prove anything, at least not in the social sciences. There is no single research that conclusively proves anything once and for all about reading instruction. Research may support a hypothesis. It may provide evidence for something, show something, indicate something, or demonstrate something, but in the social sciences, research doesn’t prove things. The results may indicate, implicate, or illustrate, but educational research doesn’t prove things.

SoR advocates often claim that there is a “proven science” of reading. But when working with variable human beings interacting in variable social situations there are simply too many variables to say that something proves something else conclusively. Instead, research provides evidence for things. A lot of research provides strong evidence. A little research provides weak evidence. There are evidence-based practices (see Chapter *) but there is no “proven science” of reading. But even saying something is evidence-based says nothing about the quality of the evidence or the validity of the evidence.

Words are always encountered in the context of a sign, product, or sentence. In the same way, to be understood, data must be understood and evaluated in the context in which it was collected. Reading research can only be fully understood in the context of a wider array of research studies within a theoretical perspective. And theories must be understood in the context of a paradigm. The Science of Reading movement must be understood in the greater social and political context and in the context of past educational reform movements (NCLB).

If you were to consume a lot of popular media today related to education, you would be led to believe that there is a reading crisis. Apparently, it’s all “deeply concerning”. I can’t help but wonder if this current crisis is a new crisis or an extension of an old crisis. In 1983 the United States was said to be “at risk” because of a crisis that started in 1963 (National Commission on Excellence in Education, 1983). Was that crisis ever resolved? Is this crisis an extension of that crisis? Or is it brand new crisis?

In 1983 teachers were told they need to get back to the basics. Did we not get back far enough? Did we not get basic enough? Did our basic backtracking not take? Do we need to get back to basics much harder? Are we still basic backtracking? If we’re not getting back to basics, what are we getting to?

Conclusions

The Science of Reading promotes the exclusionary use of strategies and practices that have been shown to be effective using controlled experimental or quasi-experimental research conducted in actual classroom settings. Further, this standard should be the basis upon which decisions should be made about reading instruction and reading policies. LETRS fails to meet this basic SoR standard.

This podcast examines Language Essentials for Teachers of Reading and Special (Lexia) or LETRS. I wanted to find the “reliable, trustworthy, and valid evidence” that “has demonstrated” that LETRS had “a record of success in increasing students' reading competency in the areas of phonological and phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension”. I was eager to start reading all the research showing that LETRS professional development had a demonstrated record of success in increasing students’ reading competency. Specifically, I was looking for three things:

1. A vast, interdisciplinary body of scientifically-based research linking LETRS to improved teaching performance.

2. A vast, interdisciplinary body of scientifically-based research linking LETRS to improved student reading outcomes.

3. A vast, interdisciplinary body of scientifically-based research providing evidence that LETRS was more effective than other types of professional development in improving teacher performance or student reading outcomes.