S2E1 /// Why Your School Isn't Teaching Phonics

Show Notes

If we know how children learn to read, why are so many schools still getting it wrong? In this episode, Jesica dives into the science behind phonics, the pitfalls of whole language and balanced literacy, and the systemic barriers keeping effective reading instruction out of classrooms.

You’ll hear from reading researchers, school leaders, literacy specialists and parents who have seen firsthand the difference structured literacy can make — and how Kansas is beginning to shift toward evidence-based reading instruction.

In This Episode You’ll Hear:

• Crystal Goins — Founder of Resilient Teacher Mom and Heartwise Scholars Microschool and CEO of Teachers As Partners, shares her experience with transitioning toward the Science of Reading in her instructional approach 
• Dr. Louisa Moats — lead architect of LETRS, on why phonics often fails when teachers lack proper training or materials Dr. G. Reid Lyon — former NIH neuropsychologist, on essential components of reading and why phonics alone isn’t enough
• Jeanine Phillips — sharing the personal and professional impact of missing reading components in classrooms
• Kendra Heim — principal, on the challenges of implementing structured literacy for all learners (5:42–6:32)
• Joan Stambaugh — assessment specialist and author, on the consequences of whole language instruction and the power of phonics 
• Tammy Kofford — director of teacher training at Phillips Fundamental Learning Center, on equipping teachers with the tools to help struggling readers
• Sarah Balzar — reading specialist, on the impact of Science-of-Reading-aligned professional development
• Diane House — Skyline principal, on leadership and retraining staff to align with research
• How teacher preparation and curriculum choices have perpetuated the literacy crisis
• Evidence-based strategies already working in Kansas and across the U.S.
• Why this is Kansas’ moment of reckoning — if we get this right, we can change the future for every child

Key Quotes

“Reading isn’t natural… it’s a skill we have to be explicitly taught.” — Jesica, summarizing Dr. Louisa Moats and Dr. G. Reid Lyon

“Teachers aren’t the enemy here — they’re the victims of insufficient training and misguided curricula that weren’t based on the Science of Reading.” — Tammy Kofford

Call to Action

Parents: Ask your child’s teacher and principal about the curriculum and structured literacy training. Consider diagnostic testing and support from Phillips Fundamental Learning Center.

Teachers: Enroll in Science-of-Reading-aligned professional development, including Alphabetic Phonics or Orton-Gillingham-based training, and advocate for administrative support.

Kansas Listeners: Support statewide alignment with Science of Reading. Engage in school and policy discussions to ensure every child has the right to learn to read.

Resources & References

• National Assessment of Educational Progress (NAEP), 2024 Results
• Moats, L. C. (1999). Teaching Reading Is Rocket Science. American Federation of Teachers.
• National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature.
• Ehri, L. C. (2022). Systematic Phonics Instruction Helps Students Learn to Read: Evidence from Meta-Analyses.
• Dehaene, S. (2009). Reading in the Brain: The New Science of How We Read. Viking.
• Education Week Survey (2020). What Teachers Know About the Science of Reading. National Council on Teacher Quality (NCTQ), 2023 Teacher Prep Review
• Kansas Department of Education Internal Review (2022)
• Hanford, E. (2023). Sold a Story: How Teaching Kids to Read Went So Wrong. American Public Media
• National Reading Panel
• Higher Education Standards – Science of Reading Template
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