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How do children learn to read? This literacy expert says ‘there are as many ways as there are students’

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Not all children learn to read in the same way, but schools tend to adopt a single approach to literacy. luckyvector/iStock via Getty Images Plus
K. Dara Hill, University of Michigan-Dearborn Five years after the pandemic forced children into remote instruction, two-thirds of U.S. fourth graders still cannot read at grade level. Reading scores lag 2 percentage points below 2022 levels and 4 percentage points below 2019 levels. This data from the 2024 report of National Assessment of Educational Progress, a state-based ranking sometimes called “America’s report card,” has concerned educators scrambling to boost reading skills. Many school districts have adopted an evidence-based literacy curriculum called the “science of reading” that features phonics as a critical component. Phonics strategies begin by teaching children to recognize letters and make their corresponding sounds. Then they advance to manipulating and blending first-letter sounds to read and write simple, consonant-vowel-consonant words – such as combining “b” or “c” with “-at” to make “bat” and “cat.” Eventually, students learn to merge more complex word families and to read them in short stories to improve fluency and comprehension. Proponents of the curriculum celebrate its grounding in brain science, and the science of reading has been credited with helping Louisiana students outperform their pre-pandemic reading scores last year. In practice, Louisiana used a variety of science of reading approaches beyond phonics. That’s because different students have different learning needs, for a variety of reasons. Yet as a scholar of reading and language who has studied literacy in diverse student populations, I see many schools across the U.S. placing a heavy emphasis on the phonics components of the science of reading. If schools want across-the-board gains in reading achievement, using one reading curriculum to teach every child isn’t the best way. Teachers need the flexibility and autonomy to use various, developmentally appropriate literacy strategies as needed.

Phonics fails some students

Phonics programs often require memorizing word families in word lists. This works well for some children: Research shows that “decoding” strategies such as phonics can support low-achieving readers and learners with dyslexia. However, some students may struggle with explicit phonics instruction, particularly the growing population of neurodivergent learners with autism spectrum disorder or attention deficit hyperactivity disorder. These students learn and interact differently than their mainstream peers in school and in society. And they tend to have different strengths and challenges when it comes to word recognition, reading fluency and comprehension. This was the case with my own child. He had been a proficient reader from an early age, but struggles emerged when his school adopted a phonics program to balance out its regular curriculum, a flexible literature-based curriculum called Daily 5 that prioritizes reading fluency and comprehension. I worked with his first grade teacher to mitigate these challenges. But I realized that his real reading proficiency would likely not have been detected if the school had taught almost exclusively phonics-based reading lessons. Another weakness of phonics, in my experience, is that it teaches reading in a way that is disconnected from authentic reading experiences. Phonics often directs children to identify short vowel sounds in word lists, rather than encounter them in colorful stories. Evidence shows that exposing children to fun, interesting literature promotes deep comprehension.

Balanced literacy

To support different learning styles, educators can teach reading in multiple ways. This is called balanced literacy, and for decades it was a mainstay in teacher preparation and in classrooms. Balanced literacy prompts children to learn words encountered in authentic literature during guided, teacher-led read-alouds – versus learning how to decode words in word lists. Teachers use multiple strategies to promote reading acquisition, such as blending the letter sounds in words to support “decoding” while reading. Another balanced literacy strategy that teachers can apply in phonics-based strategies while reading aloud is called “rhyming word recognition.” The rhyming word strategy is especially effective with stories whose rhymes contribute to the deeper meaning of the story, such as Marc Brown’s “Arthur in a Pickle.”
The rhyming structure of ‘Arthur in a Pickle’ helps children learn to read entire words, versus word parts.
After reading, teachers may have learners arrange letter cards to form words, then tap the letter cards while saying and blending each sound to form the word. Similar phonics strategies include tracing and writing letters to form words that were encountered during reading. There is no one right way to teach literacy in a developmentally appropriate, balanced literacy framework. There are as many ways as there are students.

What a truly balanced curriculum looks like

The push for the phonics-based component of the science of reading is a response to the discrediting of the Lucy Calkins Reading Project, a balanced literacy approach that uses what’s called “cueing” to teach young readers. Teachers “cue” students to recognize words with corresponding pictures and promote guessing unfamiliar words while reading based on context clues. A 2024 class action lawsuit filed by Massachusetts families claimed that this faulty curriculum and another cueing-based approach called Fountas & Pinnell had failed readers for four decades, in part because they neglect scientifically backed phonics instruction. But this allegation overlooks evidence that the Calkins curriculum worked for children who were taught basic reading skills at home. And a 2021 study in Georgia found modest student achievement gains of 2% in English Language Arts test scores among fourth graders taught with the Lucy Calkins method. Nor is the method unscientific. Using picture cues with corresponding words is supported by the predictable language theory of literacy. This approach is evident in Eric Carle’s popular children’s books. Stories such as the “Very Hungry Caterpillar” and “Brown Bear, Brown Bear What do you See?” have vibrant illustrations of animals and colors that correspond with the text. The pictures support children in learning whole words and repetitive phrases, suchg as, “But he was still hungry.”
Students gather around a teacher who reads a picture book.
Teacher-led read-alouds have been a mainstay learn-to-read activity in U.S. classrooms for decades. H. Armstrong Roberts/ClassicStock/Getty Images
The intention here is for learners to acquire words in the context of engaging literature. But critics of Calkins contend that “cueing” during reading is a guessing game. They say readers are not learning the fundamentals necessary to identify sounds and word families on their way to decoding entire words and sentences. As a result, schools across the country are replacing traditional learn-to-read activities tied to balanced literacy approaches with the science of reading. Since its inception in 2013, the phonics-based curriculum has been adopted by 40 states and the Disctrict of Columbia.

Recommendations for parents, educators and policymakers

The most scientific way to teach reading, in my opinion, is by not applying the same rigid rules to every child. The best instruction meets students where they are, not where they should be. Here are five evidence-based tips to promote reading for all readers that combine phonics, balanced literacy and other methods. 1. Maintain the home-school connection. When schools send kids home with developmentally appropriate books and strategies, it encourages parents to practice reading at home with their kids and develop their oral reading fluency. Ideally, reading materials include features that support a diversity of learning strategies, including text, pictures with corresponding words and predictable language. 2. Embrace all reading. Academic texts aren’t the only kind of reading parents and teachers should encourage. Children who see menus, magazines and other print materials at home also acquire new literacy skills. 3. Make phonics fun. Phonics instruction can teach kids to decode words, but the content is not particularly memorable. I encourage teachers to teach phonics on words that are embedded in stories and texts that children absolutely love. 4. Pick a series. High-quality children’s literature promotes early literacy achievement. Texts that become increasingly more complex as readers advance, such as the “Arthur” step-into-reading series, are especially helpful in developing reading comprehension. As readers progress through more complex picture books, caregivers and teachers should read aloud the “Arthur” novels until children can read them independently. Additional popular series that grow with readers include “Otis,” “Olivia,” “Fancy Nancy” and “Berenstain Bears.” 5. Tutoring works. Some readers will struggle despite teachers’ and parents’ best efforts. In these cases, intensive, high-impact tutoring can help. Sending students to one session a week of at least 30 minutes is well documented to help readers who’ve fallen behind catch up to their peers. Many nonprofit organizations, community centers and colleges offer high-impact tutoring.The Conversation K. Dara Hill, Professor of Reading and Language Arts, University of Michigan-Dearborn This article is republished from The Conversation under a Creative Commons license. Read the original article.
STM Daily News is a vibrant news blog dedicated to sharing the brighter side of human experiences. Emphasizing positive, uplifting stories, the site focuses on delivering inspiring, informative, and well-researched content. With a commitment to accurate, fair, and responsible journalism, STM Daily News aims to foster a community of readers passionate about positive change and engaged in meaningful conversations. Join the movement and explore stories that celebrate the positive impacts shaping our world. https://stmdailynews.com/  

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Metro Board to Consider Locally Preferred Alternative for Sepulveda Transit Corridor Project

Metro Board will consider Modified Alternative 5 as the Locally Preferred Alternative for the Sepulveda Transit Corridor Project on January 22, 2026, a major step toward improving transit between the San Fernando Valley and LA’s Westside.

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Illustrated infographic showing the proposed Sepulveda Transit Corridor route connecting Van Nuys Metrolink Station to the E Line Expo/Sepulveda Station with a G Line connection along Van Nuys Boulevard.
Image credit: LA Metro

On Thursday, January 22, 2026, at 10:00 AM, the Metro Board will consider selecting a Locally Preferred Alternative (LPA) for the Sepulveda Transit Corridor Project. This milestone could significantly improve mobility options between the San Fernando Valley and the of Los Angeles.

Proposed Alternative

After a technical evaluation and reviewing more than 8,000 public comments from the Draft Environmental Impact Report (Draft EIR) period, Metro staff has proposed Modified Alternative 5 as the LPA. This underground heavy rail line would run between the Van Nuys Metrolink Station and the E Line Expo/Sepulveda Station with a key connection to the G Line at Van Nuys Boulevard.

Modified Alternative 5 combines the benefits of Alternative 5—high ridership, frequent service, and shorter station construction sites—while avoiding geographic challenges in the Santa Monica Mountains. It also incorporates connectivity advantages from Alternative 6 along Van Nuys Boulevard, reducing the overall project length and anticipated costs, and increasing direct connections to Metro’s growing transit network.

Next Steps

If approved, Metro would advance project development for the LPA, including:

  • Evaluating phasing and the Public/Private Partnership (P3) delivery model
  • Identifying value engineering opportunities
  • Refining designs to allow G Line connection at Van Nuys Boulevard
  • Continuing environmental review and community outreach

Public Participation

Residents, businesses, and institutions are encouraged to provide feedback:

  • Attend in person: Sign up on the tablets in the Metro Headquarters lobby before 9:45 AM.
  • Email comments: BoardClerk@metro.net (comments received before 5 PM on January 21, 2026, will be sent to the full Board)
  • Watch live: boardagendas.metro.net

Why This Matters

The Sepulveda Transit Corridor Project will connect the San Fernando Valley to the Westside, addressing the natural barrier of the Santa Monica Mountains and relieving congestion on the I-405. It will provide a fast, safe, and reliable alternative to the freeway and strengthen LA’s regional transit network.

Disclaimer: Station locations and construction timelines are subject to change. Project availability may vary. Public input is encouraged before final decisions are made.

Continuing Coverage: STM Daily News will continue to follow developments surrounding the Sepulveda Transit Corridor Project, including Metro Board decisions, environmental review updates, community input opportunities, and the project’s long-term impact on transportation across Los Angeles.

For the latest updates, in-depth reporting, and transportation-focused coverage, visit STM Daily News.

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Major Popeyes Franchisee Sailormen Files for Chapter 11 — What It Means for Restaurants and the Economy

Sailormen Inc., a major Popeyes franchisee operating 130+ locations in Florida and Georgia, filed for Chapter 11 on Jan. 15, 2026 amid rising costs and heavy debt. Many restaurants are expected to remain open as restructuring continues.

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Exterior Popeyes Louisiana Kitchen restaurant sign and storefront representing Sailormen Inc.’s Chapter 11 bankruptcy filing affecting 130+ locations in Florida and Georgia.
Sailormen Bankruptcy: What Chapter 11 Means for Popeyes Restaurants in FL and GA

A major Popeyes Louisiana Kitchen franchise operator is heading to bankruptcy court — but the headline does notmean Popeyes corporate is filing, or that every restaurant involved is about to close.

Sailormen Inc., a Miami-based Popeyes franchisee that has operated in the system since 1987, filed for Chapter 11 bankruptcy protection on Jan. 15, 2026. The company operates more than 130 Popeyes locations across Florida and Georgia (some industry coverage puts the count at 136), making it one of the chain’s largest franchise groups in the region.

Franchisee filing, not a Popeyes corporate bankruptcy

This case involves Sailormen (the operator) — not Popeyes corporate and not parent company Restaurant Brands International.

In a message referenced in industry reporting, Popeyes leadership said Sailormen’s filing does not reflect the overall health of the Popeyes brand, and that a large majority of Sailormen’s restaurants are expected to remain open while the company restructures.

What pushed Sailormen into Chapter 11

Court-related summaries and industry coverage point to a familiar mix of pressures hitting restaurant operators:

  • Inflation and higher operating costs (food, labor, and day-to-day expenses)
  • Higher borrowing costs as interest rates climbed
  • Liquidity strain, including reports of falling behind on rent and facing pressure from landlords and vendors
  • Legal disputes, including vendor-related claims tied to unpaid balances

The failed store sale that worsened the situation

One key detail: Sailormen reportedly tried to sell 16 Georgia restaurants to stabilize finances. That deal fell through, and the company remained responsible for lease guarantees tied to those locations — a liability that can linger even if other stores are performing.

The debt and the lender pressure

Industry reporting describes Sailormen as carrying a heavy debt load — cited at about $130 million overall.

More detailed figures cited in coverage include:

  • Over $112 million in unpaid principal loan balance
  • Over $17 million in accrued interest and fees

Reporting also points to pressure from BMO (BMO Bank), described as Sailormen’s largest lender. In December 2025, BMO reportedly sought to appoint a receiver, a move that can displace management and take control of a company’s assets. Sailormen’s Chapter 11 filing allows the company to continue operating as a debtor-in-possession while it attempts to reorganize.

Why this matters for “Food” and “Our Economy”

This isn’t just a Popeyes story — it’s a snapshot of what happens when restaurant operators face higher costsvalue-conscious consumers, and more expensive debt at the same time.

Chapter 11 is designed to reorganize a business, not automatically liquidate it. For customers, the near-term impact may be limited if most locations stay open.

STM Daily News will follow this story as it develops, including any updates on store operations, restructuring plans, and potential sales of locations.


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Diva Fam Inc. Announces Voluntary Recall of True Sea Moss “Sea Moss Gel Superfood” Products Due to Possible Health Risk

Diva Fam Inc. is recalling all True Sea Moss Sea Moss Gel Superfood flavors nationwide due to missing pH/temperature records and potential botulism risk.

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smoothie in bottles berries and green leaves. True Sea Moss recall
Photo by Polina Tankilevitch on Pexels.com

Diva Fam Inc.. announced a voluntary recall of all lots and flavors of its True Sea Moss brand Sea Moss Gel Superfood due to a lack of required regulatory authorization and temperature monitoring records for pH-controlled food products, according to a company statement released January 9, 2026.

The company said the recall applies to products manufactured prior to January 9, 2026. The manufacture date (MFD) is indicated on the can lid in MM/YYYY format.

Why the products are being recalled

Diva Fam said the recall is related to missing required regulatory authorization and temperature monitoring records for certain pH-controlled food products. The company noted that pH-controlled foods that are not manufactured in accordance with applicable regulatory requirements may present a potential risk of microbial growth, including organisms that can produce toxins associated with botulism.

Diva Fam TrueSeaMossContainer
TrueSeaMoss Container

Botulism is a rare but serious illness that can affect the nervous system. Symptoms may include general weakness, dizziness, double vision, difficulty speaking or swallowing, and, in severe cases, difficulty breathing or muscle weakness.

Diva Fam said no illnesses or adverse health events have been reported in connection with the products subject to this recall to date.

Where the products were sold

The affected products were distributed nationwide through select retail locations, online via https://truеsеamоss.cоm/, and other distribution channels, according to the company.

Recalled products (all flavors, all lots)

The recall includes all flavors and sizes and batch numbers of True Sea Moss brand Sea Moss Gel Superfood packaged in 16 FL OZ (473 mL) glass jars, manufactured prior to January 9, 2026.

Diva Fam TrueSeaMossPackaging
True Sea Moss Packaging

Recalled flavors and UPCs

FlavorUPC
Mango5065006235875
Pineapple5065006235288
Wildcrafted5065006235073
Apple and Cinnamon5065006235776
Elderberry5065006235189
Passion Fruit5061033691882
Blue Spirulina and Raspberry5065006235813
Strawberry5065006235271
Cherry5061033691264
Mango and Pineapple5065006235301
5 Blends in 15061033690052
Soursop5061033691875
Lemon Pie5061033691271
Orange5061033692926

How the issue was identified

The company said the matter was identified during a California Department of Public Health inspection that raised questions regarding regulatory authorization and related production records for certain distributed products. Diva Fam said it is cooperating fully with regulatory authorities and initiated the voluntary recall to ensure regulatory alignment.

The company said the recall is being conducted with the knowledge of the U.S. Food and Drug Administration.

What consumers should do

  • Discontinue use of the affected product.
  • Follow the instructions provided by the place of purchase regarding product return or disposal.
  • Contact the company for additional information (details below).

Consumer and media contact

Consumers seeking additional information may contact:

  • Email: support@divafam.com
  • Phone: (818) 751-3882
  • Hours: Monday through Friday, 9:00 a.m. – 5:00 p.m. Pacific Time

Source: Diva Fam Inc. (PRNewswire, Jan. 9, 2026)

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