Whole Language Lives On: The Illusion of "Balanced" Reading Instruction.

Regular readers of this foundation's publications and web site know we believe strongly that schools should utilize "best practices" that are supported by scientific research and should eschew classroom methods that do not work. In no domain of education is that contrast more vivid than in teaching young children to read. No domain has been studied more intensely. None has yielded clearer and more definitive findings about what works and what does not. Yet no domain is more vulnerable to the perpetuation of bad ideas and failed methods.