How many kids who are behind in reading ‘catch’ up?

Reading literacy has lifelong benefits — from strengthening language and communication skills to enhancing cognitive processes to helping build and maintain memory. Reaching proficiency by the end of third grade is a fundamental building block to experiencing these rewards.

As schools work to improve reading readiness among its littlest learners, a concerning national trend of stagnant and declining proficiency persists. North Dakota is not immune to such challenges.

ELA Proficiency Rates for North Dakota Students, Grades 3-8, 2018-2025

Source: Education Data Center, “State Test Score Results“

Students who begin each school year reading at the expected level tend to stay on track. Those who fall behind in grades K-3 are less likely to be on track by the end of third grade unless they catch up during the year. For students at risk of not learning to read, the chances of catching up decrease with each grade level, as the graph below shows.

Based on data from the DIBELS early literacy screener of approximately 250,000 students across 43 states:

  • About half (49 percent) of kindergarteners who were far behind in reading caught up by third grade
  • Fewer than one-third (29 percent) of first graders did
  • Less than one in five (18 percent) of second graders caught up
  • Just 5 percent of third graders caught up within the year

“If your child is behind in the early grades, do not assume they will catch up,” writes Chad Aldeman, founder of ReadNotGuess.com, a program to help parents teacher their kids to read. “…[T]he odds that they will catch up decline every single year.”

Simply, the earlier a child receives support in reading, the better his or her chances of catching up — waiting makes it much harder.

Source: Amplify..

Do parents know their child is off track?

Many don’t. Nearly nine in 10 parents (88 percent) believe their child is performing at or above grade level in reading, according to a Gallup-Learning Heroes study of public school parents.

Even more concerning, many parents whose children are below grade level still report that they see mostly B’s or better on report cards. “If a parent were to use traditionally good grades as an isolated measure of grade-level performance, some might not realize their child is not at grade level,” continues the Gallup-Learning Heroes study.

This disconnect may prevent parents from not only recognizing that their child is behind but also from raising concerns with their child’s teacher.

What parents can do

A practical first step is to have a child read aloud and practice at home. This can help parents recognize whether their child is performing at the expected level or below what they assumed. Parents should then ask for objective data, such as results from literacy screeners their child has completed (e.g., DIBELS or FastBridge), advises Aldeman. “Ask to see your child’s scores. Be polite, but do not take ‘no’ for an answer.”

If the child is behind, the next step is to ask for a plan to get him or her back on track, continues Aldeman.

Trust your gut here and ask for specifics. Small-group tutoring at school, before or afterschool programs, or things to work on at home are all good signs the teacher is taking the challenge seriously. If instead they just try to reassure you that “some kids just need more time,” and they’re hoping to continue as if everything is fine, don’t give up until they outline a more concrete plan.

Aldeman also warns parents to be on the lookout for how progress is measured. “If the teacher says your child is reading at a ‘level C’ or something other than a grade-level standard, that’s a sign that your school is using a discredited reading program.”

At the end of the day, parents are the first line of defense in a child’s education. And Aldeman’s message to them is clear: You cannot afford to be passive and may have to step in directly with at-home reading instruction. Because when it comes to reading, “Do. Not. Wait.”