The science of reading has sparked sweeping policy change—but results are not guaranteed. In Fordham’s 2025 Wonkathon, 48 submissions explored how states, districts, and schools can move from laws on the books to real literacy gains in classrooms. The topic is so important and the response was so great, that we created an anthology of all the essays, organized across ten key themes. Click through the topics below or download a PDF of the full collection.

For eleven years now, we at the Thomas B. Fordham Institute have hosted an annual Wonkathon on our Flypaper blog. Designed to generate substantive conversation around key issues in education reform, we invite policy “wonks” to submit responses to a question. 2025’s Wonkathon asked: What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more children learn to read well?

We decided to focus on the reading crisis, as it has drawn new urgency and spurred a wave of reform. Today, just one-third of American fourth graders read at or above the “proficient” level on the National Assessment of Educational Progress—the lowest rate since 2005. The pandemic worsened matters, erasing years of progress and leaving millions of students further behind. In response, more than 40 states have enacted “science of reading“ laws intended to overhaul how children are taught to read—mandating changes in curricula, teacher training, intervention, and accountability.

The laws vary in their particulars. Almost all invest in professional development for current educators. Most require the adoption of approved curricula, including materials and assessments, as well as tutoring or intensive interventions for struggling readers. And about half include teacher certification or licenses in science of reading instruction and/or mandate that teacher preparation programs incorporate it into their courses.

However, the rollout of these new policies has come with a range of difficulties. In some places, the “science of reading” has become more slogan than substance, with laws passed but not fully funded, faithfully implemented, or closely monitored. Consequently, it’s hard to know whether all this activity will yield significant and lasting improvements in literacy achievement.

These uncertainties make the insights from this year’s unprecedented number of Wonkathon submissions (48 total!) all the more valuable. Together, they paint a picture of a movement with real momentum—but also with substantial work ahead if the science of reading is to fully deliver on its promise.

To help readers explore these ideas, the sections below highlight ten key themes, each with links to the essays in that theme and brief descriptions of the insights they offer. (Topics and essays are listed in alphabetical order.)

1. Building systems for effective implementation

These authors argue that laws and legislation matter, but without strong implementation, they fall short of creating real change. The submissions assert that achieving the goals of SoR policies requires moving beyond a checklist of laws passed and instead creating systems that aid in implementation.

For example, Kunjan Narechania and Jessica Baghian argue that the “miracle” of literacy gains—like those seen in Louisiana, Tennessee, Mississippi, and D.C.—isn’t due to the laws themselves, but to the relentless focus on implementing those laws and how those laws are executed. Kymyona Burk, who led the implementation of Mississippi’s law, adds that passing a bill is only the first step of the work and that true success requires policy implementers to have their boots on the ground.

2. Coherence and strategies matter

While still focusing on implementation, other submissions note the importance of coherent systems and structures. Instructional materials, class time, teacher practices, and assessments must all be moving in the same direction to see real policy change. When practices are misaligned, even the best policies might not come to fruition.

For instance, Sarina Sande notes the importance of culture within a school and how teachers, administrators, and literacy coaches being “on the same page” is key to improvement. Louise Baigelman and Shira Engel examine how misaligned student interventions can hinder growth, and Megan Reder-Schopp contends that even the strongest curriculum can fall short if schools fail to prioritize scheduling and sufficient time for implementation.

3. Family and school–home partnerships

Three essays discussed how parent involvement is essential to effective SoR reforms. This includes communicating screener results and timely reading data with families in a way they can understand, as well as providing parents or caregivers with structured guides and parent-facing tools.

For instance, Windy Lopez-Aflitto asserts that parent engagement should be an intentional part of reforms. Bridget Cherry focuses on the untapped potential of parents to accelerate student progress, especially, by providing parents with simple, actionable tips. And Joan Kelley emphasizes the importance of helping parents understand the SoR so that the support students receive at home aligns with their classroom instruction.

4. Guardrails, assessments, and accountability

Two submissions highlighted the importance of balanced testing and accountability measures. They argued that clear guardrails and well-designed assessments are necessary to ensure science of reading policies are implemented with fidelity.

Specifically, Edmund Gordon and Eric Tucker emphasize that high quality instructional materials are only effective if paired with frequent, actionable assessments, and Charles Barone suggests that instead of relying on traditional test scores, we should move toward a model of accountability that prioritizes growth.

5. Looking beyond K–3

Other submissions focus on the importance of widening the scope of policies as most current SoR policies focus exclusively on K–3 instruction. Several essays argue that the science of reading should begin much earlier, while others say more attention should be given to policies that reach older students as well.

For example, Elliot Regenstein argues that the foundation of literacy begins long before a child enters a classroom. Conversely, Melinda Cameron notes that the focus on reforms on the early grades has excluded middle and high school students who still struggle to read.

6. Staying the course

Several entries stressed that lasting change requires long-term vision, continued funding, steady improvement, and ambitious and clear goals. Progress takes years of iterative work, not quick wins, and states and districts must keep aiming high to move the needle.

For instance, Jenn Vranek and Ila Deshmukh Towery’s submission cautions against expecting overnight success and promotes endurance rather than a quick fix. Amy Rhyme adds to the discussion by asserting that continuous improvement is necessary and that states must avoid complacency after initial policy wins.

7. Student engagement

Two additional essays discuss the student reading experience, noting the importance of children experiencing reading as meaningful, joyful, and engaging. Notably, Emily Shisler discusses how the narrow focus on mechanical skills neglects comprehension and a love for books and reading. Similarly, Stephanie Dowlearn notes that teachers should make reading instruction joyful so that children are more engaged.    

8. Taking a comprehensive approach

While many submissions chose to highlight individual aspects of SoR that would enact big change, these authors detailed a comprehensive approach that included several key levers of change. These include collaboration across state and district levels, use of external partners and resources, appropriate student supports, parent involvement, and setting the right goals.

For example, David Wakelyn discusses how multiple components like teacher training, curriculum, and consistent data monitoring are all needed to affect change. And Peter Greer offers a similar perspective, noting how instructional materials and long-term feedback loops should be used together to ensure success. 

9. Teacher knowledge and effective leadership

A large number of submissions emphasize that policies can only succeed if teachers receive the support they need to develop a deep understanding of SoR. This includes things such as developing educators’ knowledge of language, strengthening pre-service programs, improving professional development, and creating long-term systems for ongoing support for teachers. Moreover, several essays note that effective leadership is a critical component to success.

Examples include Michael Kirst’s essay, which argues that we must rethink the role of the state in supporting educators in every grade throughout their entire careers, not just new teachers entering the profession. Emilie Raczek discusses how most teachers did not learn to teach reading using a SoR approach, and they can’t be expected to make the shift on their own; educators need to be given the opportunity to deepen their expertise. And Lisa Coons asserts the need for strong leaders to guide the implementation of laws across all levels.

10. What’s still missing

Lastly, several essays highlighted areas where SoR efforts could focus on or experiment with new approaches. Suggestions ranged from team-teaching models and ability grouping to rethinking how technology and data are used. Others called for a renewed emphasis on writing, a reconsideration of the federal government’s role, and a reprioritization of key skills.

Wonkathon Webinar

Following the competition, we hosted a webinar exploring the same question. A recording is available on YouTube. Meredith Coffey, Fordham’s Senior Policy and Operations Associate, also wrote a recap, “For the science of reading, the ‘big work’ is yet to come.” The webinar featured Kymyona Burk (Senior Policy Fellow, Literacy, ExcelinEd), Emily Freitag (Co-Founder and CEO, Instruction Partners), Louisa Moats (President, Moats Language Essentials), David Steiner (Executive Director, Johns Hopkins Institute for Education Policy), and Eric Tucker (CEO and President, The Study Group).

2025 Winners

Although all submissions offered great insights, Wonkathon is a competition. And here are the three essays voters liked most.

First place: Science of reading 2.0: Assessment in the service of learning as the backbone of science-powered reading improvement, by Edmund W. Gordon and Eric Tucker

A balanced assessment system—whereby each quiz, screening, and exam is used to improve instruction, not just audit status—will help ensure reforms related to the science of reading translate into real reading gains, argues the winning entry. The approach builds upon existing commitments to instructional excellence and high expectations for every learner, and is based on rigorous research.

Second place: Read, by grade three? How about reading (and writing) beyond it, by Miah Daughtery

The most significant omission of the science of reading movement was its limited consideration of students in grades six and above, says the runner-up. Many students—particularly those from low-income, multilingual, and historically marginalized communities—struggle to read in middle school and graduate high school nonproficient. Here’s how the movement’s next phase can correct that with better data, literacy instruction, and investment.

Third place: Systems, not slogans: Real change requires relentless implementation, by Kunjan Narechania and Jessica Baghian

For more states to get literacy right, they need to restructure their education agencies around a limited set of goals and reorient their entire system to drive toward those goals. The bronze-winning submission says this will require four core components: a coherent vision, an implementation chain, a plan for using the state’s most important levers, and implementation data that drive improvement.

Policy Priority:
Standards & Accountability
Tags: David Steiner Foundation for Excellence in Education Literacy Louisiana Michael W. Kirst Mississippi National Assessment of Educational Progress Reading Science Tennessee Washington
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Brandon Wright is the Editorial Director of the Thomas B. Fordham Institute. He is the coauthor or coeditor of three books: Failing our Brightest Kids: The Global Challenge of Educating High-Ability Students (with Chester E. Finn, Jr.), Charter Schools at the…

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Elainah Elkins, Development and Grants Manager with the Thomas B. Fordham Institute, completed a BA in history at James Madison University and a master's degree in Education Policy Studies at George Washington University. Elainah has taught reading online to K-12 students across the country. Additionally, she has had internships with The American Enterprise Institute, D.C. Public Schools through the Urban Education Leaders…

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