Teaching and learning practices drastically changed through the COVID 19 pandemic,

which illuminated struggling readers in the United States. The National Assessment of Education

Progress (NAEP) reported in 2023 that the average reading score in the Long-Term Trend

Assessment experienced a significant decrease by 5 points from 2020 to 2022 for nine-year-olds

and 4 points from 2020 to 2023 for thirteen-year-olds. While the differences in education through

the pandemic certainly is a factor to consider for struggling readers, it is not the starting point nor

the only consideration. Kilpatrick (2015) states that “the National Assessment of Education

Progress indicates that each year, about 30% to 34% of fourth graders in the United States read

below basic level” (p. 1). Research shows that at risk readers and students with reading

disabilities have positive outcomes of success with effective prevention and intervention in place

(Kilpatrick, 2015). It is vital that educators do their part in preventing and intervening through

learning and applying evidence-based practices that consider individual learners. The early

identification of struggling readers in need of intervention is a crucial component to student

success.

Educators and administrators play a fundamental role in prevention and intervention of

student reading difficulties. There are many factors that influence literacy development:

neurological, familial, socioeconomic, and instructional. Despite a learner’s background, most

students can learn to read (Honig et al., 2018). This mindset to instruction is critical when

working with struggling readers as it impacts the determination of an educator to aim for the

success of the student. A school culture focused on literacy supports staff through professional

learning, collaborating, coaching, and reflecting. This culture is one in which students are

successfully learning only if educators “know how to expertly teach reading and writing, adjust

instruction to meet the needs of all students, and guide application of those effective literacy
practices in the classroom, regardless of the grade level, the subject matter we teach, or the

position we hold” (Routman, 2014, p. 219). Since literacy is an essential lifelong skill and

struggling readers have great potential to become successful readers, educators and

administrators must embrace their critical responsibility in developing literacy skills.

Struggling readers need to be identified early for intervention, and progress monitoring

must occur during intervention. Students are likely to improve the sooner intervention occurs,

preventing the Matthew effects which indicates that non proficient readers become increasingly

poorer readers as their delay impacts their exposure to text (Honig et al., 2018). One way of early

identifying students and monitoring their progress is to obtain data by administering valid, fair,

and reliable assessments that align with the reading development continuum. Educators also need

to be well informed to know what to focus on when analyzing student work (Routman, 2014).

Through conducting effective assessments, examining student work, and building student

relationships the early identification of struggle readers occurs so that individualized student

intervention will lead to successful student outcomes.

 References

Honig, B., Diamond, L. & Gutlohn, L. (2018). Teaching reading sourcebook. Arena Press.

Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties.

Wiley.

NAEP Long-Term Trend Assessment Results: Reading and Mathematics (n.d.). The Nation’s

Report Card. https://www.nationsreportcard.gov/ltt/reading/scores-percentiles/?age=9

Routman, R. (2014). Read, write, lead: Breakthrough strategies for schoolwide literacy success.

ASCD.