If we are to have any confidence in the future of California's most vulnerable students, we must urgently focus on early literacy. Nearly 178,000 economically disadvantaged third graders are not meeting state standards for English, and the majority of those falling behind are disproportionately Black and Latino children. Too often, early learning gaps lead to lifelong opportunity gaps. If we, as a nation, cannot teach significant numbers of low-income students to read, we are not being the progressive leaders we profess to be.
According to the most recent data from California standardized tests, only 3 in 10 low-income third graders speak English at grade level, while only 6 in 10 high-income students speak English. These educational inequalities persist until children become adults. Studies show that adults with limited literacy skills, including 28% of Californians, are more likely to be unemployed or earn income below the poverty level. According to the World Literacy Foundation, illiteracy can lead to poor health, disenfranchisement and even crime. Up to 85% of youth involved in the juvenile justice system are functionally illiterate.
This is not simply a matter of education, but a matter of social justice.
There are many factors that contribute to this achievement gap, both inside and outside the classroom. We have a public school system that does not sufficiently prioritize the academic performance of low-income students, a public school system that does not require districts to teach reading according to evidence-based practices, and a lack of accountability and accountability in the state to ensure that statewide reading efforts are implemented with fidelity. The list of approved training materials is out of date.
We now know much more about how to effectively teach children to read than we did in the past. A large-scale, interdisciplinary study known as the science of reading informs us about the methods proven most effective in ensuring the development of strong literacy skills in elementary school students. A focus on language development and building background knowledge along with direct, systematic instruction in phonics, word recognition, fluency, and other important foundational skills benefits students, including English language learners.
In recent years, one-third of states have committed to implementing comprehensive literacy policies based on the science of reading, and there are encouraging signs of success. Mississippi, one of the leaders in comprehensive research-based literacy reform, has risen from 49th in the nation in fourth-grade reading in 2013 to 21st in 2022, and has made steady progress in reading scores for Black and Latino students and students in lower grades. – Income community.
The science of reading is not a panacea for every student's reading challenges. But based on historical research and positive implementation outcomes, we can dramatically improve the lives of California students, especially our most vulnerable students.
Given the urgency of this education crisis, we urge our elected leaders to pass a comprehensive literacy policy agenda based on the science of reading in 2024 so that every child has the best opportunity to become a proficient reader by the end of third grade. I beg you to do so.
Key components of the agenda should include:
- All English language arts, English language development, and reading instructional materials used in California public schools must adhere to research-supported methods.
- Invest in statewide educator training programs to implement reading science and evidence-based literacy instruction.
- Additional accountability measures and professional development to help newly certified teachers prepare to teach reading effectively based on the principles and practices of reading science.
More information on these policy recommendations can be found in the California Early Literacy Coalition's Early Literacy Policy Overview.
One of the primary responsibilities of public elementary schools is to teach children how to read and prepare them for future success. Now is the time to prioritize unlocking reading potential and future opportunities for every child in California.
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Megan Potente is co-director of Decoding Dyslexia CA, a grassroots movement dedicated to improving literacy for people with dyslexia and all struggling readers.
Marshall Tuck is the CEO of EdVoice, a nonprofit organization working to change state policies to ensure low-income children have access to high-quality education.
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