As New York embarks on an ambitious plan to overhaul how children in the nation’s largest school system are taught to read, schools leaders face a significant obstacle: educators’ skepticism.
Dozens of cities and states have sought to transform reading instruction in recent years, driven by decades of research known as the “science of reading.” But the success of their efforts has hinged in part on whether school leaders are willing to embrace a seismic shift in their philosophy about how children learn.
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