For decades, American schools have performed poorly at reading instruction. They are also torn by a long-standing struggle over how best to teach reading. The case for the systematic teaching of phonics is strong, but many educators still resist consistent use of this approach. What are the ideas informing the struggle over reading instruction? What do the typical arguments raised against systematic phonics reveal? And how can philosophy shed light on this issue? Join Sam Weaver and Mike Mazza to discuss the struggle over reading education in the United States.