The writer expresses frustration with the ongoing issue of illiteracy among Chicago Public Schools students and attributes it to the Board of Education’s failure to implement phonics-based teaching methods. They reminisce about their own education in 1935, where phonics was emphasized and resulted in proficient reading skills. The writer criticizes the board for abandoning phonics in favor of other teaching methods and questions the reasoning behind this decision.
Phonics is the answer to illiteracy in Chicago Public Schools
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