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Radical Eyes for Equity: Reading Matters

Polonius: What do you read, my lord?

Hamlet: Words, words, words.

Polonius: What is the matter, my lord?

Hamlet: Between who?

Polonius: I mean, the matter that you read, my lord.

Hamlet: Slanders, sir: for the satirical rogue says here that old men have grey beards….

Polonius: [Aside] Though this be madness, yet there is method in’t.


Reading matters.

I imagine you would be hard pressed to find anyone who would disagree with those two simple words. But the reality is that those two words have dramatically different meanings among people advocating for teaching children to read in schools.

“[S]ociety should get behind teaching everybody to read the right way,” explains John McWhorter, linguist turned public intellectual who uses his bully pulpit at the New York Times to join the long list of Black celebrities and notable people invited into the white mainstream of conservative thought cloaking racism and racial stereotyping.

The problem in McWhorter’s words, of course, is that “right way.”

Since early 2018, the U.S. has once again lifted the Reading War into public consciousness with a misleading refrain, “the science of reading” (SoR). The media has maintained a steady beat claiming that teacher education and practicing teachers have failed to embrace the SoR, and as a result, children are failing to learn to read.

The SoR media movement has merged with some aggressive parent advocacy groups, notably related to dyslexia, and the result is copy-cat SoR reading legislation being passed throughout the country. Ironically, and disturbingly, that legislation often codifies policies and practices that are strongly refuted by scientific research—grade retention, universal screening for and oversimplification of dyslexia [1], systematic intensive phonics programs for all students [2], bans on popular reading programs, and efforts to mimic policies implemented in Mississippi [3] (after one round of improved NAEP scores in reading at grade 4).

While I am certain that people advocating for improved reading instruction in our schools all have mostly good intentions (except for a powerful lobby for phonics programs and some media/journalists seeing an opportunity to cash in on SoR), the problem remains with what anyone means by “reading matters.”

We must acknowledge two contexts here.

One context is approaching a common term but a rare case that it may be accurate—crisis.

Since the SoR movement and advocates such as McWhorter are speaking into a conservative and traditional ideology about language, reading, and literature (used broadly to mean any texts students reading), the SoR movement has been swept into a concurrent movement against public education broadly begun under Trump with the purposeful and orchestrated attacks on the 1619 Project and Critical Race Theory (McWhorter’s “right way” comment sits inside his joining the anti-woke movement).

What merges the anti-woke education movement and the SoR movement is the focus on parental rights to monitor and control what students learn and how students learn.

The crisis we are approaching, I think, is the ironically disturbing part. The merging of the SoR movement with the anti-woke movement means that so-called advocates for better reading instruction have joined forces with a new rise in censorship that includes book banning, removing books from libraries (lists of 850+ books identified in Texas), proposing bans on terms deemed “woke,” and even calls for burn burnings.

A significant but less powerful group of literacy advocates, teachers, scholars, and writers have noted the problem with emphasizing the need for children to learn to read while simultaneously reducing what they can read, and even what those students are allowed to consider or think.

A second context is the contradiction between the narrow demands of the SoR movement and the likelihood that policies and practices being implemented in the name of SoR are likely to inhibit and even discourage children from reading.

I have detailed several times that I grew up in a racist and deeply conservative community and household. The conditions that saved my life, my mind, and my soul include the coincidence that my very misguided parents happened to respect intellectual freedom; I was allowed to read anything throughout my childhood and teen years.

Once I moved beyond my home and community—college—I was then liberated by reading Black authors assigned and recommended by wonderful professors, again a context that respected intellectual freedom and my mind.

Not an exhaustive list, but for me, someone who has spent almost 40 years as a literacy educator, I want to offer some reasons reading matters for me, highlighting John DeweyWilliam Ayersbell hooks, and Audre Lorde:

The allure of SoR for the media, parents, and politicians is grounded in silver-bullet “all students must” thinking that is antithetical to the reasons I believe reading matters.

At the core of the tension in debates about teaching reading and what texts students are assigned or allowed to read is those embracing indoctrination (“teaching everybody to read the right way”) versus those embracing education as liberation (from Dewey to Ayers to hooks and to Lorde).

Indoctrination depends on someone not only controlling what people read, hear, and think, but also erasing what people read, hear, and think.

The SoR movement ultimately fails because it resists being student centered and allows far too often for reading to be reduced to decoding (systematic intensive phonics for all); further, while SoR advocates often demonize popular reading programs (and I am a strong critic of all reading programs), they make the same essential mistake by simply choosing different programs to endorse as rigid expectations for students and teachers (LETRS, DIBLES).

Reading matters, but if we become distracted by raising reading test scores, our practices are likely to produce non-readers (Dewey).

Reading matters, but if we fail to distinguish between indoctrination and education for liberation (hooks), we reduce reading instruction to training (Ayers).

Reading matters, but our commitments must be to how reading matters for the individual, especially for those “who stand outside the circle of this society’s definition of acceptable” (Lorde).

If we truly believe every person deserves the human dignity of intellectual freedom, as my parents and teachers afforded me, then reading matters only if we refuse silver-bullet scripts, only if we protect all the books and ideas available to free people.

That is the only “right way” worth evoking.


[1] See the following:

An Examination of Dyslexia Research and Instruction, with Policy Implications, Peter Johnston and Donna Scanlon

Research Advisory: Dyslexia (ILA)

[2] See the following:

A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades, Marissa J. Filderman, Christy R. Austin, Alexis N. Boucher, Katherine O’Donnell, Elizabeth A. Swanson

“the simple view of reading does not comprehensively explain all skills that influence reading comprehension, nor does it inform what comprehension instruction requires.”

The Sciences of Reading Instruction, Rachael Gabriel (Educational Leadership)

The Trouble With Binaries: A Perspective on the Science of Reading, David B. Yaden Jr., David Reinking, and Peter Smagorinsky

Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction, Jeffrey S. Bowers (2020)

[3] UPDATED 23 February 2020: Mississippi Miracle or Mirage?: 2019 NAEP Reading Scores Prompt Questions, Not Answers

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P.L. Thomas

P. L. Thomas, Professor of Education (Furman University, Greenville SC), taught high school English in rural South Carolina before moving to teacher education. He...