The latest "Nation's Report Card" delivered sobering news: reading scores have dropped in both 4th and 8th grades since 2022, continuing declines first reported in 2019. Most alarming, the percentage of kids reading below a basic level of proficiency has reached an all-time high.

This has led to a quiet crisis among many parents, who are left feeling confused and helpless, wondering if their child is on track or not.

The pandemic is only partly to blame. The truth is that between inconsistent teaching approaches, overwhelming extracurricular schedules, and digital distractions, students simply aren’t reading as much.

We’re here to give you deeper insight into these nationwide reading struggles and how to help your child overcome them.

In today’s issue:

• Phonics assessment as early intervention

• A delayed transition to “reading to learn”

• Getting older students to read more

A Testable Scientific Hypothesis

The past few years have shown a renewed interest in how the “Science of Reading” can shape early reading instruction. The most important pillar of this approach? Effective phonics instruction.

As with any scientific experiment, the hypothesis that explicit phonics instruction in early elementary school creates stronger readers is testable. In fact, in England, a simple phonics check for 6-year-olds has driven remarkable improvements in reading proficiency, with pass rates rising from 58% in 2012 to 80% today.

If you have an early elementary schooler, be sure to ask your teacher whether phonics instruction is part of their reading curriculum - and how your child is doing!

Reading to Learn or Still Learning to Read?

4th grade is often cited as the turning point when when students are done with “learning to read” and ready to jump into “reading to learn.” But…what if half of them are having trouble reading the instructional materials?

According to a 2024 RAND Research report, this is exactly what late elementary teachers are seeing. They claim that they often modify their instruction for struggling readers.

To combat this, Tennessee instituted a reading intervention law to get late elementary students on track with funds for tutoring, summer learning camps, afterschool programs, and more.

"If a child is not reading proficiently in 3rd grade, we want to really understand why and not just pass them on," explains state Rep. Mark White. The results so far seem promising, as Tennessee bucked the trend seen in national scores for 4th graders with slight improvements.

Fewer Books, Lower Test Scores

Many English teachers in middle and high schools have stopped assigning full books. Instead, the trend is using short passages or excerpts to prepare kids for standardized testing, according to AP News.

The irony? The emphasis on quick test prep is robbing older students of sorely needed opportunities to engage with long-form literature, one of the only surefire ways to build their vocabulary, comprehension, and critical thinking skills.

If reading whole books isn’t promoted and scrolling on a smartphone is easier, then it’s no wonder only 14% of teens prioritize reading for fun daily, down from 27% in 2012.

But there's hope - some schools have found success with student book clubs where teens choose their own reading material. As one teacher noticed, "Many students say it's the first time in a long time they've read a whole book."

Finding Time to Read

34% of 4th graders report reading less than 30 minutes a day outside of school.

– The Nation’s Report Card

How much time does your child spend reading for fun? We’d love to hear more about your family’s reading journey in our free Raising Skilled Readers parent community. Join us today!