Right to Read

This post was originally shared in an email newsletter on September 6, 2022. If you would like to receive the next TLA Newsletter, you can sign up here.

In the "Right to Read" lawsuit that was settled in 2020, attorneys argued that all children have a constitutional right to literacy. While this was ultimately struck down by the courts, we know from research that 95% of students are cognitively capable of learning how to read with explicit instruction in foundational reading. So if we know that so many students are capable of learning, and we know that literacy is essential for full participation in our society, and we have clear evidence on how to best teach students to read -- we would argue that we need every school of education and state/district/school leader to be a champion for getting this information into the hands of those who make the most difference for our students – the teachers.

A look at the disparity

Typical reading instruction has been failing many students, particularly students who are Black, Hispanic, or from low-income backgrounds. In 2019, only 18% of Black 4th graders and 23% of Hispanic 4th graders scored "proficient or above" in reading on the NAEP (compared with 45% of White students). The percentages worsen in later grades, to 15% and 22% at the 8th grade level. Students from higher socio-economic backgrounds have advantages that can make up for shortfalls in literacy instruction (such as private tutoring), but those students who rely on their public school to teach them to read and write don't have that option.

Long-term consequences of inequity

What happens long-term when students are failed by the literacy instruction they receive in school? Low literacy levels are linked with unemployment, poverty, and incarceration. In the United States, 43% of adults with the lowest literacy levels are living in poverty. Even those students who graduate high school and go on to college are at a distinct disadvantage if they are insufficiently prepared. Research shows that college faculty expect students to arrive with well-developed literacy skills, and students without those skills may have to take additional developmental reading courses that do not count towards their degree but take up additional time and tuition. As the authors of one study write, "perceptions of poor K-12 literacy preparation may not be considered a gap to be filled, reinforcing the situation as a barrier to equity, access, and inclusion in postsecondary education."

We can change this with the right instruction

The good news is that evidence-based literacy practices that include explicit, systematic, phonics instruction can benefit all children. When schools begin to provide instruction in the foundational skills that students need, it's possible to improve reading. And there are other ways to promote equity as well. Rather than assigning students to reading levels (which limit students' exposure to rich and challenging texts) we can support students with grade-level texts, targeted skills-based small group work, and opportunities to build background knowledge.

Do you see literacy as an equity issue? Do you think a change in reading and writing instruction has the potential to help more students succeed? Let us know—we'd love to hear from you!

The remainder of this newsletter discussed the start transformative learning for a district participating in Literacy Masterminds. If you're interested in our flipped-model PD, join our upcoming information session. You can register here.