{"id":72,"date":"2026-03-26T19:27:11","date_gmt":"2026-03-26T19:27:11","guid":{"rendered":"https:\/\/sedso.io\/blog\/?p=72"},"modified":"2026-03-26T20:08:17","modified_gmt":"2026-03-26T20:08:17","slug":"one-reading-skill-might-be-responsible-for-many-older-students-struggles","status":"publish","type":"post","link":"https:\/\/sedso.io\/blog\/2026\/03\/26\/one-reading-skill-might-be-responsible-for-many-older-students-struggles\/","title":{"rendered":"One Reading Skill Might Be Responsible for Many Older Students\u2019 Struggles"},"content":{"rendered":"<p><a href=\"https:\/\/www.edweek.org\/teaching-learning\/one-reading-skill-might-be-responsible-for-many-older-students-struggles\/2026\/03\">Sarah Schwartz<\/a>:<\/p>\n<blockquote><p>Recently, there\u2019s been some conversation in the broader science of reading movement about the potential that schools are overteaching foundational skills. Reading researcher Mark Seidenberg, for example, has argued that while all students need to be taught phonics, <em>students without reading disabilities might not need to learn every single phonics pattern they could encounter. Once they have the basics, they can pick things up through statistical learning<\/em>.<\/p>\n<p>I\u2019m wondering if you think that there is a danger in recommending advanced decoding skills for everyone\u2014might we be overteaching in some way?<\/p>\n<p>Foundational skills, whether they\u2019re early stage foundational skills in kindergarten and 1st grade or complex foundational skills in older grades, are essential. The research is incredibly clear, and they need to be built systematically. They need to be explicitly taught and explicitly practiced.<\/p><\/blockquote>\n<p>  <a href=\"https:\/\/sedso.io\">Fast Lane Literacy<\/a>:<\/p>\n<blockquote><p>Children learn to unlock patterns<Br><Br><\/p>\n<p>We emphasize teaching children to \u201ccrack the code\u201d of written English by understanding how letters and sounds fit together to form words.<\/p><\/blockquote>\n","protected":false},"excerpt":{"rendered":"<p>Sarah Schwartz: Recently, there\u2019s been some conversation in the broader science of reading movement about the potential that schools are overteaching foundational skills. Reading researcher Mark Seidenberg, for example, has argued that while all students need to be taught phonics, students without reading disabilities might not need to learn every single phonics pattern they could [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-72","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/posts\/72","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/comments?post=72"}],"version-history":[{"count":4,"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/posts\/72\/revisions"}],"predecessor-version":[{"id":76,"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/posts\/72\/revisions\/76"}],"wp:attachment":[{"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/media?parent=72"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/categories?post=72"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/tags?post=72"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}