The Case for Early Grade Reading
Early Grade Reading Playbook: Chapter 3
Overview
Reading proficiency in the early grades sets children on a path to lifelong success. Children who read well by third grade are far more likely to graduate high school, enroll in college and thrive across all subjects. Communities can close reading gaps through high-quality instruction aligned to the Science of Reading, well-trained teachers, early intervention and coordinated support across education and neighborhood systems.
Marked as one of the important skills in contemporary society, early grade reading is a foundational skill for school-based learning and is associated with future academic success and life outcomes. Reading and comprehension in early elementary school years is critical for a positive academic trajectory, not only in language arts courses but in all subjects (CCSSO 2019). A longitudinal study on the relationship between third grade reading, high school performance and college enrollment found that students who were at or above grade level in third grade graduate from high school and attend college at higher rates than their peers who were below grade level (Lesnick et al. 2010). Moreover, students who do not read proficiently by third grade are four times more likely than proficient readers to leave high school without a diploma, and these rates are higher among students experiencing poverty (Hernandez 2012).
Beyond academic outcomes, substantial evidence indicates students that establish basic reading skills by third grade have better social skills and behavioral outcomes (NCES). For example, students with higher literacy achievement are less likely to be aggressive (Miles and Stipek 2005), and reading achievement in third grade predicted subsequent behavioral engagement (i.e., positive efforts and involvement with academic activities) in fifth grade, with higher effects among students experiencing poverty (Feister 2013, Guo et al. 2015).
The impact of poor reading proficiency is greatest for young learners living in poverty. According to the Annie E. Casey report, Early Warning: Why Reading by the End of Third Grade Matters, 74% of fourth grade students scoring below the 25th percentile on the National Assessment of Educational Progress (NAEP) were from low-income households. The reality is early grade reading proficiency in the United States continues to be unacceptably low for students living in poverty and students of color (Annie E. Casey, 2013). The percentage Black, Hispanic and Native American students who scored below proficient on the 2024 NAEP fourth grade reading test was very high (83%, 80% and 86% percent, respectively) and much larger than the share of white or Asian/Pacific Islander students (61% and 49% percent) (NAEP).
What does early grade reading proficiency mean?
Foundational reading skills, which are collectively referred to as “decoding,” help early readers understand how letters, sounds and words work. These skills are the building blocks of reading. Unlike other content areas that can be explored and taught in a variety of ways, foundational reading skills are defined, finite and can be fully mastered (SCORE Tennessee).
Foundational reading skills are:
Early readers do not need to fully master all foundational literacy skills before they can begin building vocabulary and practicing comprehension. While they are developing these foundational skills, they should simultaneously engage with texts that expand their vocabulary and deepen their understanding of language and ideas. In fact, comprehension is strengthened when students are exposed to rich, meaningful texts that challenge their thinking and introduce new concepts, even as they continue developing their foundational skills.
Early Grade Reading Playbook
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