Education Week’s 2025 coverage shows the science‑of‑reading movement advancing state and district reading policies, with renewed emphasis on foundational skills for early grades and growing debates over comprehension and older readers. States and districts are adopting new materials and teacher training aligned to evidence‑based phonics while confronting implementation and support needs for struggling readers. At the classroom level, reactions to assignments—such as moves toward shorter texts versus whole‑book reading—are sparking practitioner debate. School leaders and literacy coaches are balancing fidelity to research‑backed practices with concerns about student engagement and diverse learners, and districts are investing in professional learning and assessment to track gains.