EP: 150 Literacy Crisis

Frederick Douglass said, “Once you learn to read, you will be forever free.” This was true in the 19th century, when he was decrying the notion that enslaved people lacked the intellectual capacity to function as American citizens, and that statement still carries weight today. There is currently a literacy crisis happening in the U.S., one that disproportionately affects students of color, and that cannot be ignored. Literacy is one of the major civil rights issues of our time, and our children’s future — and our nation’s democracy — depends on us addressing it now.

There is overwhelming evidence that nearly all children can learn to read. But in schools across the country, many students — especially students of color, students from low-income backgrounds, multilingual learners, and students with disabilities — are not yet skillful readers. Last year, the National Assessment of Educational Progress (NAEP), “the nation’s report card,” showed that not even half (43%) of fourth graders in the U.S. scored at or above a proficient level in reading. And for marginalized students, the numbers are much worse: just 17% of Black students, 21% of Latino students, 11% of students with disabilities, and 10% of multilingual learners can read proficiently by fourth grade.

That any child, let alone the majority of children, goes to school without being taught to read is deeply concerning — and also completely preventable. There are five widely accepted components that are essential to reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Decades of research show that when students receive explicit and systematic instruction across all of these domains, they will learn to read. And when students are given access to texts with rich, diverse characters and cultures and see people like themselves fully represented in school materials, they will become more engaged readers.