Part of the “science of reading” story is weighed against the full body of evidence often ignored by the movement’s advocates— misrepresentations of National Assessment of Educational Progress data, “no excuses” ideology and anecdotes, the “bad teacher” myth, the “miracle” sleight of hand, and scapegoating/misrepresenting guessing and three-cueing.
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P. L. Thomas (2024) studied this question.
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