Hot off the press!
"By the year 2000, after decades of multidisciplinary research, the scientific community had achieved broad consensus regarding these questions: How do children learn to read? What causes reading difficulties? What are the essential components of effective reading instruction and why is each important? How can we prevent or reduce reading difficulties? Two decades later, hundreds of additional studies have refined and consolidated what we know about bolstering reading achievement, especially for students at risk. Unfortunately, much of this research is not yet included in teacher preparation programs, widely used curricula, or professional development, so it should come as no surprise that typical classroom practices often deviate substantially from what is recommended by our most credible sources. As a result, reading achievement is not as strong as it should be for most students, and the consequences are particularly dire for students from the least advantaged families and communities" (AFT, 2020, p. 4).
References
American Federation of Teachers AFL-CIO (2020). Teaching Reading IS Rocket Science. Louisa C. Moats. Retrieved from https://www.aft.org/sites/default/files/moats.pdf