"likely never read well without explicit instruction in sounding out words⁠"

I've been teaching for nearly 20 years now, albeit in some unconventional places and spaces, primarily 12 years teaching ESL in South Korea.  These days I'm a substitute teacher at all grade levels and many subjects (including P.E.!).  Anyhow, the debate over phonics or not-to-phonics kind of escaped me while I was living in South Korea, and this article (while seeming a bit biased) was fascinating to me:

"In first grade, these 'independent reading' hours were torture for my kids, who, I would eventually learn, were among the roughly half of all children who, research shows, will likely never read well without explicit instruction in sounding out words⁠. My kids’ reactions to being expected to sit quietly each day pretending to read ran along stereotypical gender lines. My daughter silently berated herself for not being able to read; my son acted out, once attempting to push over a bookshelf."

The whole thing is downright amazing.  All I have to add is that graduate school education programs struggle to justify their own existence every ten years or so by developing entirely new paradigms and approaches, even when existing ones seem to work pretty well.  That's true for other departments as well, but only Ed Schools use children as guinea pigs.

Anyhow, I teach a fair amount of reading intervention classes and phonics and blending are definitely back.  I guess I didn't realize they'd ever gone away.