@unklar The "science of reading" approach here is a tragically ridiculous component of the wild pendulum swings used by educational academics and related advocates for instructive methods commercialization take in order to act as if new products and methods are new. English isn't a fully phonetic language, although a knowledge of phonics sometimes helps. Nor was it completely effective to use an all "look say" or "whole language" approach, although that worked for some. Anyone involved with education for decades can see these "new' but actually repetitively old methods come and go. Why can't a multifaceted approach take hold?

It's silly to talk about "methods rooted in research about how the brain learns to decode written language" without noting if the brain is trying to comprehend a very phonetic language like Spanish, a fully non phonetic system like Chinese characters, or an inconsistently phonetic language like English.

The very difficult to surmount barrier to our public education system's effort to provide equal opportunity are rooted in the inequities in society at large. Some children are born into a stimulating,verbally rich, reading material bountiful environment, some are not.

The parts of this Oregon literacy initiative that focus on providing extra support to students who can use such support could be very effective, if not bogged down in educator dogma.