Key Moments
Harvard Thinking: Why are U.S. literacy rates declining?
Harvard UniversityKey Moments
US literacy rates are declining, with 40% of 4th graders not meeting basic proficiency, driven by factors beyond the pandemic and a growing screen time competition.
Key Insights
US students score in the middle third of developed democracies on international assessments, but national data (NAEP) shows literacy skills peaked around 2015 and have been falling steadily since, with about 40% of 4th graders and a third of 8th graders failing to meet basic proficiency.
The decline in reading scores is more pronounced among low-performing students (10th and 25th percentiles), while high-performing students (90th percentile) have remained stable, suggesting factors disproportionately affecting struggling learners.
States like Mississippi have shown improvement by focusing on early literacy (K-3), investing in teacher professional learning, providing high-quality instructional materials, and implementing literacy coaching.
A significant gap exists between students from low and high socioeconomic status families, exacerbated by inequitable school funding tied to property taxes, leading to under-resourced schools and less support for disadvantaged students.
There's an ongoing debate between 'balanced literacy' (organic, love of reading first) and the 'science of reading' (explicit, research-based phonics and skills instruction), with research increasingly pointing to the effectiveness of explicit phonics for most students.
The share of 13-year-olds reading for fun daily has nearly halved from 27% in 2012 to 14% in 2023, with a rise in those who never or rarely read for pleasure, potentially driven by competition from screen-based media offering more immediate gratification.
National literacy rates show a concerning decline, particularly among struggling students
Literacy rates in the U.S. have been a growing concern, with national assessments like the National Assessment of Educational Progress (NAEP) revealing a significant drop in student skills. While U.S. students perform moderately well on international comparisons, ranking in the middle third among developed democracies, domestic data paints a more worrying picture. Reading scores for American students peaked around 2015 for fourth graders and 2013 for eighth graders, and have been in steady decline since, a trend that predates and is not solely attributable to the COVID-19 pandemic. This decline is not uniform; it is far more pronounced among students at the lower end of the achievement spectrum, such as those at the 10th and 25th percentiles, while students at the 90th percentile have maintained their performance. This disparity suggests that factors impacting literacy are disproportionately affecting students already facing challenges. Furthermore, a substantial portion of students are not meeting even basic proficiency levels, with approximately 40% of fourth graders and about a third of eighth graders failing to reach this benchmark, a figure that has remained unacceptably high even during peak performance years.
Factors beyond the pandemic contribute to the literacy slide
While the pandemic certainly exacerbated existing issues, the decline in reading scores appears to be a longer-term trend. Data shows a steady, linear decrease in eighth-grade reading scores since 2017, making it difficult to isolate school closures as the primary cause. The National Assessment Governing Board, which oversees the NAEP, sets proficiency targets, and the percentage of students failing to meet even the basic level is a significant indicator of concern. The complexity of assessing national literacy is compounded by the decentralized nature of education in the U.S., with varying curricula, teacher training programs, and instructional materials across states and districts, unlike the more uniform systems found in many other developed nations.
State-level success stories offer potential solutions
Despite the national downward trend, some states have demonstrated success in improving literacy. Mississippi, for example, has significantly emphasized early literacy instruction (K-3), investing heavily in teacher professional development, providing high-quality instructional materials, and implementing literacy coaching programs. This multi-faceted approach, combining new curricula with ongoing support and coaching, has led to considerable improvement, albeit from a low baseline. Louisiana is another state showing positive movement, with reading scores in 2024 exceeding pre-pandemic 2019 levels, suggesting that specific strategies have helped it navigate the challenges posed by recent disruptions.
Socioeconomic disparities and funding inequities widen the achievement gap
A significant factor contributing to literacy challenges is the wide gap between students from different socioeconomic backgrounds. Children from low socioeconomic status (SES) families are considerably less likely to perform well in reading. This disparity is often linked to funding inequities, as school funding in many U.S. locales is tied to property taxes, leading to under-resourced schools and fewer support services for students in poorer communities. These environmental and resource differences can profoundly impact a child's ability to develop strong reading skills, further entrenching the achievement gap.
The science of reading versus balanced literacy approaches
There is a notable debate within literacy education regarding the most effective teaching methods. 'Balanced literacy' advocates for a more organic approach, prioritizing the love of reading and less structured methods. In contrast, the 'science of reading' movement emphasizes explicit, research-based instruction in foundational skills like phonics. Research, including historical findings from the 1960s, increasingly supports the efficacy of phonics instruction for early literacy development. While phonics is a crucial tool for decoding words, experts emphasize that it is a means to an end—unlocking meaning in texts. Effective reading instruction integrates foundational skills with engaging, meaningful content that builds comprehension and fosters a genuine interest in reading.
Comprehension requires more than just decoding
While mastering foundational skills like phonics is critical, reading comprehension is the ultimate goal. Understanding text involves coordinating the ability to read words with vocabulary knowledge, background knowledge, and active engagement with the material. Students need support in developing these skills, including metacognitive strategies to monitor their understanding and rereading when necessary. The richness of a word like 'run,' which has numerous meanings across different contexts, highlights how essential background knowledge and vocabulary are for interpreting text accurately. Fostering comprehension involves not only teaching students to read words but also building their general knowledge and encouraging active reading strategies.
The decline of recreational reading and the rise of screen time competition
A striking trend is the dramatic decrease in students who report reading for pleasure. Among 13-year-olds, the percentage reading for fun almost daily dropped from 27% in 2012 to 14% in 2023. Concurrently, the proportion who rarely or never read for pleasure increased from 22% to 31%. While direct causal links are hard to establish, the rise of screen-based childhoods is a prime suspect. Media consumption, particularly online content, may offer more immediate gratification and compete for attention, potentially diminishing the perceived value and appeal of reading. This shift may also be influenced by a lack of modeling by adults, who often don't visibly demonstrate reading for pleasure in their own lives.
Modeling literacy and supporting teachers are key to progress
Experts stress the importance of adults modeling reading habits for children, showing them the joy and value of literature. Even during designated 'drop everything and read' times in schools, teachers should ideally be reading themselves rather than using the time for administrative tasks. Furthermore, implementing effective literacy strategies requires robust support for teachers. This includes providing them with high-quality curricula aligned with research-based practices (like the science of reading), offering ongoing professional development and coaching, and ensuring that teacher education programs adequately prepare them in comprehensive literacy instruction. The current conversations around literacy are more sophisticated than in the past, and there is hope that by aligning practice with research and supporting educators, the field can move beyond cyclical trends and foster lasting improvements in student literacy.
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Common Questions
US students generally score in the middle third among developed democracies on international assessments, which is slightly better than their performance in math. However, recent national data shows a concerning decline.
Topics
Mentioned in this video
The national assessment program in the US, also known as the nation's report card, which shows declining literacy skills.
A program designed by the Healey administration in Massachusetts to improve literacy rates by providing grants for high-quality curricular materials and screeners, and professional development.
A state where the current administration has implemented a program called Literacy Launch to address declining literacy rates.
A state whose reading scores currently exceed those from just prior to the pandemic.
A state that has shown considerable improvement in early grades literacy instruction over the past decade.
An organization where Pamela Mason is involved with the committee against censorship.
The administration in Massachusetts that designed the Literacy Launch program.
The board that oversees the National Assessment of Educational Progress (NAEP), also known as the nation's report card.
A lab led by Phil Capen at Harvard Graduate School of Education, focused on bridging research and practice in reading instruction.
An institution where Marty West holds a position related to education policy and governance.
An educational institution where the guests work and which is the focus of the discussion on literacy.
The institution that produces the Harvard Thinking podcast.
Assistant professor and reading researcher at Harvard Graduate School of Education, leading the Bridges Lab focused on reading instruction.
Author of 'Learning to Read: The Great Debate' (1967), who argued for the scientific research proving phonics instruction in early grades.
Academic dean and professor of education at Harvard Graduate School of Education, deputy director of the program on education policy and governance at Harvard Kennedy School, and vice chair of the National Assessment Governing Board.
Co-chair of the teaching and teacher leadership program at Harvard Graduate School of Education and chair of the literacy and languages concentration.
Host of Harvard Thinking and a writer for the Harvard Gazette.
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