Two-Thirds of U.S. Fourth Graders Still Can’t Read at Grade Level, Five Years Post-Pandemic

The latest report from the National Assessment of Educational Progress (NAEP) highlights a continuing literacy crisis in America, revealing that only 31% of fourth graders are reading proficiently as of 2024. This figure is concerning as it marks a decline compared to previous years, remaining about two percentage points below 2022 and four points behind 2019, drawing attention to the significant impact of the COVID-19 pandemic and the subsequent shift to remote learning. As educational policymakers scramble to implement solutions, many districts have adopted the 'science of reading' approach, which primarily emphasizes phonics—a method that teaches students to decode words through sound-letter relationships. However, critiques of this method have emerged, arguing that an over-reliance on phonics neglects other critical literacy components such as comprehension and contextual learning that cater to diverse learner needs, including neurodivergent students. Proponents of phonics education cite successful adaptations in places like Louisiana, where a comprehensive curriculum has reportedly led to improved outcomes. Yet, this approach can reinforce a one-size-fits-all strategy, failing to address distinct learning styles among students. A more balanced literacy framework that marries phonics instruction with a rich literature exposure is suggested as a potential remedy—promoting engagement and deep comprehension. This ongoing debate in educational circles, often referred to as 'The Reading Wars,' highlights the complexity of reading instruction and the need for a customized strategy that marries phonics with comprehension-focused practices to better serve all students. Importantly, research continually shows some students, particularly those with learning disabilities like dyslexia, benefit more significantly from structured phonics instruction. As schools begin to align with evidence-based literacy strategies, the emphasis should shift towards incorporating a variety of instructional methodologies to accommodate the diverse needs of students to ensure that all can achieve reading proficiency.