If Literacy Is a Priority, Why Do We Cling to the Wrong Practices?

New Developments in Literacy

Two significant events have occurred in the literacy field recently. One is the introduction of a phonics program that could substantially improve reading outcomes. Research from the University of Florida Literacy Institute indicates that first graders using the UFLI Foundations curriculum experienced gains equivalent to an extra year and a half of instruction. If implemented effectively, this program could significantly change literacy education.

Conversely, recent data shows a troubling decline in reading proficiency. The 2024 National Assessment of Educational Progress revealed that 40 percent of students scored at the “below basic” level in reading, highlighting an alarming gap between higher and lower-performing readers. This situation poses serious risks for students, as poor reading skills often lead to high school dropout rates and subsequent negative life outcomes.

Effective Reading Instruction Practices

To enhance literacy outcomes, it is essential to focus on effective practices. Research has demonstrated that students who engage with grade-level, knowledge-rich texts develop stronger vocabularies and become proficient readers. Key strategies include:

• Encouraging extensive reading time and stamina.
• Pre-teaching essential vocabulary before reading tasks.
• Guiding students through manageable reading increments, paired with peer discussions and writing activities.

However, many common literacy practices inhibit progress. For example, ability-based grouping while students work at unsupervised centers can be ineffective, and an overreliance on worksheets and screen time detracts from vital reading, writing, and discussion activities. This leads to wasted time and insufficient instruction.

Reassessing Literacy Priorities

Despite knowing effective literacy practices, significant improvements are still needed within education systems. Confusing literacy standards and reliance on innovative yet unproven technological solutions distract from fundamental literacy necessities. As stated by literacy expert Doug Lemov, focusing on “low tech, high text” approaches, which emphasize reading and writing, is crucial for student success.

To make substantive improvements, educators must critically examine literacy instruction through evidence-based practices. Collaboration at faculty, district office, and school board meetings should prioritize successful monitoring and adjustments of literacy strategies based on measurable student outcomes. By avoiding complacency and addressing persistent issues head-on, the literacy crisis can be managed effectively, reducing the current percentage of below-basic readers.