Students should tackle complex, well-written "big" books.

The neediest students are the least likely to be taught by teachers who understand and use the "science of reading."

"Equity" talk is meaningless, if adults aren't held accountable for teaching students to read and do math.

States that want a reading "miracle" need high standards and accountability -- not just "science of reading" mandates.

Virtual tutoring is proving itself.

Black fourth-graders in Mississippi, one of our poorest states, are two-and-a-half times more likely to be proficient in reading as black students in California.

"Are we teaching K-4 kids that reading is just tasks, labeling stuff and filling out graphic organizers?"

A quarter to a third of middle-school students struggle in all their classes because they don't read very well.

Reading excerpts in English class, but few whole books, leaves many unprepared to read "lengthy or complex texts" in college.

"Progressives" don't want to believe education reforms can help poor children learn more.

A new IDEA would focus on student success, and reserve special ed for the truly disabled.

Teachers are seeing more middle and high school students who lack basic reading skills.

Let's learn from schools where disadvantaged children are becoming proficient readers.

Teachers should teach students how to read grade-level books instead of matching them with texts at their comfort level, says literacy scholar Timothy Shanahan.

Fewer young people are reading books for pleasure.

Ability grouping works for K-2 readers.

Reading comprehension is based on decoding, vocabulary and knowledge, say "science of reading" advocates.

Don't blame parents for children's reading struggles.

"Balanced literacy" guru Lucy Calkins has become the " scapegoat for America's reading crisis ," suggests Helen Lewis in The Atlantic. ...

Third-graders at Adrian Elementary School, in the poorest county in Oregon, have the highest reading proficiency scores in the state,...