Reading Woes
The reading narrative in the United States is alarming. Many have blamed COVID-19. However, the current reading trends have been around for decades. COVID-19 snatched the wool off the eyes of many who had their heads buried in the sand about reading. Suddenly, it’s out in the open that the United States has a reading problem. Many have been shouting from the rooftops for years that students were struggling to read.
Students, regardless of their background or circumstances, have the right to read and should be able to reach their full potential through the power of reading. Reading helps students navigate the world with confidence and boldness. It opens the doors to endless possibilities. On the other hand, low literacy rates not only impact education but every aspect of life. Non-readers are at-risk for unemployment, low educational attainment, and other unimaginable barriers to success. Students who can’t read have limited options in life from struggling to earn a livable wage, to lack of access to health care, to limited participation in the democratic process.
As of April, 2024, 38 states and the District of Columbia have passed laws or implemented new policies related to evidence-based reading instruction, according to Education Week. The belief is that laws will change classroom practice resulting in better student outcomes. Improving reading scores is not that easy and it will take time to turn things around. However, there are states that have passed sweeping reading legislation and have shown significant improvement in reading scores in a short period of time. The question now is are the scores valid. For example, in Mississippi, reading scores significantly increased on the NAEP assessment specifically between 2016-2022. Mississippi went from being near the bottom to being near the top in comparison to the average national reading scores. The reading scores were so significant that those living in the state have called it the “Mississippi Miracle.” Any time the word “miracle” is attached to something, it’s bound to draw scrutiny.
Mississippi Miracle or Mystery
There’s a lot of chatter surrounding the spike in the reading scores in Mississippi. Some say it’s a miracle that the reading scores improved so significantly. Others say the scores are a mystery and deserve deeper examination.
Supporters of the Mississippi Miracle believe the reading results are from hard work.
Mississippi received large gains in fourth grade because of its comprehensive approach in improving the reading problems that involved all stakeholders.
There is little evidence to suggest that these gains are the results of beating the system.
State officials suggest gains are due to the state’s early reading intervention efforts.
Skeptics of the Mississippi Miracle believe the scores were a result of adult manipulation.
Mississippi prevents low-performing third-grade students from taking the exam. They hold them back or retain them in third grade; therefore, they are removed from the pool of fourth grade test-takers.
Mississippi aligned its state test to the national exam. Focusing on the content of a particular exam might improve scores because educators teach to that specific test.
Other states that have implemented similar policies have not seen gains of that magnitude, suggesting there is more to the story that is not yet fully understood.
Mississippi’s eighth reading scores on the national exam were slightly below the national average. Did reading fade over time? Why were children proficient readers in fourth grade but not in eighth grade?
Miracle or Mystery – it’s just another issue to be concerned with and it takes our attention off the real issue, which is teaching children how to read. While we want the reading scores to improve, we can’t rely on one data point and walk away. The bottom line is we want proficient readers who can successfully access curriculum content in all subject areas, graduate from high school and beyond, participate in the democratic process, contribute positively to society, and end generational poverty.
Intervention, Intervention, and more Intervention in NJ
In the state of New Jersey, the 2022 NAEP scores were very low but have been low for many years even though the state is a leader in the number of children enrolled in free preschool. I applaud Senator Ruiz for leading the literacy charge but the legislation that she is proposing speaks to intervention or Tier 2 instruction. As of February 2024, there were four bills proposed by Senator Ruiz:
Senate bill S-2644 establishes a reading intervention program for students in kindergarten through third grade with a reading deficiency.
Senate bill S-2645 requires school districts to screen students for reading deficiencies three times per year.
Senate bill S-2646 requires school districts to provide annual professional development on the science of reading for K-12 teachers responsible for reading intervention and it calls for teacher prep programs to train literacy coaches who would then work in the schools.
Senate bill 2647 establishes a Learning Loss Czar who would be tasked with finding ways to identify and reverse learning loss.
The focus of these bills is on intervention not prevention. It can’t be either or, we need to emphasize both at the same time. Good reading instruction must be available to all students from the beginning not after we see deficiencies. Let’s collaborate with educators and family members, people closer to students, to weigh in on reading reform. We have ideas.