ISHE Research Featured in Education Week Article on the Evolution of Evidence-Based Reading Instruction
Research from the Institute for Social and Health Equity (ISHE) at the University at Albany is featured in a recent Education Week article, “The ‘Science of Reading’ Movement Is Evolving. Is Math Next?” by Sarah Schwartz, published August 3, 2026.
The article examines how the national movement toward evidence-based reading instruction is evolving and considers what lessons may inform emerging efforts to strengthen mathematics instruction. As schools and states move from adopting new policies toward evaluating their implementation and impact, the article highlights the importance of understanding what happens after legislation is enacted.
The article references research by Eric Hengyu Hu, PhD, and Paul L. Morgan, PhD, of ISHE, along with Kristin L. Sayeski, examining the impact of state dyslexia legislation on identification and reading achievement.
Their 2025 study, “Assessing the Impact of Dyslexia Laws on Identification and Reading Achievement: An Empirical Analysis,” published in Annals of Dyslexia, analyzed fourth-grade National Assessment of Educational Progress (NAEP) data from 2003 to 2022 across 47 states with relevant dyslexia laws. The researchers found substantial variation in outcomes following implementation. While some states experienced increases in identification of students with specific learning disabilities, others experienced decreases or no significant change. Reading achievement outcomes also varied considerably across states.
The findings underscore an important message: passing legislation is only one part of improving educational outcomes. Effective implementation, appropriate interventions, integration with broader literacy reforms, and ongoing monitoring are also essential.
This work reflects ISHE’s commitment to research that examines disparities in education and identifies evidence that can help inform more effective and equitable policies and practices.