Introduction to the special issue: Science of Reading policies

Abstract

Over the past decade, a wave of literacy policy reforms—often framed under the banners of the “Science of Reading” (SoR) and the “right to read”—has spread internationally from England to the United States, Canada, Australia, and Aotearoa/New Zealand. These reforms, while consistent in their emphasis on structured approaches to early reading instruction, have sparked significant controversy and debate. This special issue examines the global phenomenon of literacy-focused education reform, exploring how reading is constructed as a policy problem and mobilized through political agendas, media narratives, and privatized intermediary organizations. Contributors analyze the complex interplay between policy implementation and educational infrastructure, revealing how reforms influence not only pedagogy but also curriculum, assessment, professional development, and leadership. Drawing on diverse international contexts and methodological approaches, the papers interrogate the consequences of centralized control, rapid implementation, and market-driven solutions. Findings suggest that despite widespread adoption, SoR-related policies have not consistently led to improved outcomes or equity and often exacerbate systemic issues such as racial and linguistic oppression. The issue highlights the dangers of politically driven pedagogy and the erosion of educational expertise, raising critical questions about accountability, democratic governance, and the future of literacy education.