US EditionMichigan 44th in 4th-grade reading, among bottom 10 for COVID learning loss, report finds
- The 2024 Nation's Report Card showed 40% of fourth graders scored below basic reading level, with no state improving their scores.
- This decline follows longstanding literacy struggles and growing concerns that states rely on more studies instead of direct action.
- Several states, including Georgia, Mississippi, and Indiana, have enacted laws to end the three-cueing method and mandate evidence-based, science-aligned reading instruction.
- Georgia Sen. RaShaun Kemp criticized existing literacy instruction approaches for encouraging children to guess words instead of properly reading them, which hinders their ability to fully develop their reading skills.
- These shifts signal a national effort to treat literacy as a statewide priority and fix the system, with advocacy groups urging local action before legislative changes.
84 Articles
84 Articles
Michigan 44th in 4th-grade reading, among bottom 10 for COVID learning loss, report finds
Michigan children may be significantly lagging behind in fourth-grade reading, eight-grade math and overall in certain K-12 student groups compared to the rest of the country, according to a new study examining the sluggish effects of post-pandemic learning loss.
In these schools, books are bridges between students.
The results of the latest Learning test put the focus back on the serious difficulties of reading comprehension. Faced with this panorama, there are school projects that are succeeding in connecting their students with the pleasure of reading
The Columbian
As reading scores fall, states turn to phonics — but not without a fight
As states rush to address falling literacy scores, a new kind of education debate in state legislatures is taking hold: not whether reading instruction needs fixing, but how to fix it. Read more...
Lawmakers seek to strengthen student literacy through teacher training – Illinois Policy
HB 1368 is a solid move by Illinois’ leaders toward literacy reform by training teachers in “science of reading” methods that emphasize traditional reading skills such as phonics, language development and vocabulary.
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