It doesn't help that teaching programs in universities hold anti-science views about reading and reading comprehension and still cling to whole language nonsens

It doesn't help that teaching programs in universities hold anti-science views about reading and reading comprehension and still cling to whole language nonsense. Furthermore they often reject broad cultural knowledge and vocabulary as key components of reading comprehension and insist that (despite evidence to the contrary) that it is a discrete skill that can be built in a vacuum.