Washington, D.C. was once praised for its education reforms, but despite improvements in reading scores, significant achievement gaps persist. Efforts to address the reading crisis include legislation mandating teacher training and a literacy task force’s recommendations for reform. However, focusing solely on phonics instruction may not suffice, as students also need background knowledge and vocabulary to comprehend text effectively. D.C. Law 23-191 mandates the adoption of science-based reading programs, but lacks guidance on identifying effective curricula. Developing a list of approved literacy curricula and ensuring teachers are trained in their use could help bridge achievement gaps and serve as a national model for effective reading instruction.
D.C. Needs More Than Phonics to Lift its Students’ Reading Scores
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