In April 2024, New York Gov. Kathy Hochul vowed to transform the state’s literacy approach and improve third-grade reading proficiency from 45% to 60% or higher. She announced this ambitious goal with the “Back to Basics” budget legislation, requiring schools to adopt the “science of reading,” a method rooted in phonics and decades of research. The state allocated $10 million for retraining 20,000 teachers, entrusting the New York State United Teachers union with course development.
However, literacy experts criticize the course for promoting outdated strategies, potentially hindering student progress. This concern arises as New York faces declining reading scores, while states like Mississippi, embracing evidence-based literacy instruction, see improvements. Susan Neuman, a New York University professor, emphasized the course’s inaccuracies, questioning the $10 million investment.
The course’s alignment with “balanced literacy,” which includes “three-cueing,” diverges from science-based reading methods. A study review established “structured literacy” as more effective than balanced literacy. Despite Hochul’s plan to phase out balanced literacy, over 20% of districts still use non-evidence-based curricula.
Critics argue the union’s course risks regressing literacy education by distorting research findings on child reading development. The persistence of balanced literacy complicates efforts to align with science-based methods, as highlighted by literacy advocates. Experts like Tim Shanahan and Mark Seidenberg critique the course’s flawed content, suggesting that balanced literacy’s integration with phonics remains insufficient.
New York’s reading struggles contrast with states advancing the science of reading, as noted by ExcelinEd’s analysis. The state’s literacy policy lags behind, putting pressure on districts to adopt proven instructional methods. Meanwhile, legislative efforts aim to mandate evidence-based curricula and training, though they face challenges in the state legislature.
The Indian River Central School District exemplifies how balanced literacy may impede student reading capabilities. Parents report their children’s struggles with reading under this method, opting for structured-literacy tutoring to see improvements. Despite these challenges, New York is making gradual progress in implementing the science of reading, but much work remains to align with national standards.
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