In recent years, schools and policymakers have focused on various equity initiatives to address disparities in education. While these efforts are valuable, they cannot truly create a more equitable society if we fail at the most fundamental level—teaching kids to read.

The National Assessment of Educational Progress (NAEP) uses standardized tests to assess how our nation’s students are performing in reading and math. The latest results, released last month, are nothing short of heartbreaking. Reading scores for both fourth and eighth graders hit record lows. Only 33% of eighth graders scored at or above the Proficient level in reading. One-third performed below the Basic level, meaning they don’t just lack proficiency—they don’t even possess basic literacy skills. This score is the lowest in the history of the assessment.

The crisis is even worse in low-income communities. While 51% of fourth-grade students from higher-income families read at a proficient level, only 30% of their lower-income peers reached that same benchmark. The students who need the most support are the ones falling the furthest behind.

Reading difficulties impede success in all other academic areas, no matter how thoughtfully designed the curricula. Beyond academics, reading struggles may affect self-esteem, behavior, and a student’s ability to thrive overall. When they venture into society after schooling is complete, things are likely to get even worse. Without basic reading skills, they often face economic hardship and limited opportunities.

We talk a lot about equity in education—addressing disparities in resources, representation, and opportunities. None of these initiatives will succeed if kids can’t read. If we are serious about building a more equitable society, we must prioritize literacy first.

What needs to change? First of all, adequate time needs to be devoted to literacy instruction in schools. The ELA block should be substantial, and struggling readers should ideally receive a daily intervention on top of this. Reading instruction should also be evidence-based. This includes:

  • Explicit phonics instruction to build strong foundational skills.
  • Instruction in all five essential components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
  • Assessments to identify struggling readers early.
  • Early intervention for students reading below benchmark, and ongoing intervention until they catch up.
  • High-quality teacher training in evidence-based methods.

If we want our students to succeed in school and in life, we must act immediately to replace outdated curricula with evidence-based programs, support teachers with the right training, and ensure that high-quality reading instruction is our schools' top priority. Read Naturally and other literacy companies committed to evidence-based instruction are here to provide this support. We frequently work with teachers and schools who have complicated logistics and limited budgets, so don’t let those concerns prevent you from reaching out. Book a time to connect with us. We’re as committed to solving the literacy crisis as you are.