It’s not often you come across a piece in the mainstream media that dares to challenge the status quo when it comes to reading instruction. So when one finally does—like Dr. Paul Thomas’s op ed in today’s Washington Post—it’s downright refreshing.

For years, the public narrative around literacy has been shaped by slick headlines and strategic messaging—much of it backed (directly or indirectly) by Big Publishing. These companies have a vested interest in promoting programs, curricula, and interventions that promise quick fixes and scalable solutions. And they’ve been remarkably successful at steering the conversation thanks to the support of highly compensated podcasters and journalists who cherry-pick through science to amplify the few nuggets that support their claims.

But what gets lost in all of that marketing? The truth.

Yes, flashy headlines about “the reading crisis” being solved by Miracle Products have certainly gotten plenty of attention, but dig just a little deeper, and the picture gets murky. Short-term gains are propped up by policy shifts like third-grade retention, test design tweaks, or simply reframing failure with a more palatable title; long-term gains are apparently nonexistent.

And let’s be honest: test scores, retention rates, and manipulated metrics aren’t exactly the stuff of clickbait. But they are critical because they shape how schools allocate resources. They determine what teachers are trained to do. They influence what gets taught and what gets left behind.

The result? An entire generation of educators hyper-focused on phonics and procedural fidelity to scripted programs, while students disengage from reading entirely. Kids don’t see reading as a path to curiosity, imagination, or understanding anymore. They see it as a chore, a high-stakes task to just get through.

That’s why articles that challenge the dominant narrative are so important. They create space for real conversations about what’s working, what’s not, and—most importantly—what students actually need.

We need more voices willing to ask the hard questions. We need to look past polished press releases and start listening to the people who know reading best: the educators who are in the classroom. We need to resist the pressure to adopt shiny programs and instead invest in deep, sustained professional learning that honors both the science and the soul of literacy.

Because the goal isn’t better numbers—it’s better readers. And that starts with telling the truth.

Want to learn more? Watch “Science of” Movement as Trojan Horse Education Reform, a free webinar by the International Literacy Educators Coalition.

ABOUT THE AUTHOR

Dr. Billy Molasso is the Executive Director of the not-for-profit Reading Recovery Council of North America.