Do Kids Really Stop Learning to Read and Start Reading to Learn After Third Grade? – The 74

Report on the U.S. Literacy Crisis and Alignment with Sustainable Development Goal 4

Introduction: The Imperative for Continuous Literacy Education

The United States is confronting a significant literacy crisis that directly impedes progress toward Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. A prevalent and detrimental myth in education—that students transition from “learning to read” to “reading to learn” after the third grade—is undermining the achievement of key SDG targets. This report analyzes the shortcomings of current literacy approaches and proposes a policy framework to ensure foundational reading skills are taught throughout primary and middle school, in line with SDG Target 4.6, which seeks to ensure all youth achieve literacy.

Analysis of Current Literacy Instruction and Performance Gaps

The “Mississippi Miracle”: A Case Study in Incomplete Success

The state of Mississippi provides a critical case study. While celebrated for its progress in early literacy, its outcomes highlight a systemic failure to support older students, thereby failing to provide a complete, quality education as mandated by SDG 4.

• In 2013, Mississippi ranked 49th in National Assessment of Education Progress (NAEP) fourth-grade reading scores.
• By 2024, fourth-grade reading proficiency rose from 21% to 32%, demonstrating initial success.
• However, eighth-grade proficiency peaked at 25% and has since declined to 23%.

This disparity reveals that early gains are not sustained, indicating that the educational system is failing to equip students with the advanced literacy skills necessary for secondary education and lifelong learning.

The “Third-Grade Myth” as a Barrier to SDG 4

The assumption that foundational reading instruction can cease after third grade is a primary obstacle. Literacy development is a continuous process. As students advance, they encounter more complex, multisyllabic words that require advanced decoding skills. By discontinuing explicit instruction, schools create a significant barrier to comprehension, directly contradicting the goal of providing effective learning outcomes (SDG Target 4.1).

Systemic Challenges to Achieving Universal Youth Literacy

Deficiencies in Policy, Standards, and Teacher Training

The educational infrastructure in most states is not designed to support literacy development beyond the early grades, a systemic failure that prevents the realization of SDG 4.

• Inadequate Standards: A national analysis found that only five states (Arkansas, Minnesota, Hawaii, Idaho, and West Virginia) have standards for advanced foundational reading skills beyond the fifth grade.
• Insufficient Screening: While K-3 screening is common, only Idaho and Kansas require literacy testing for older students, leaving at-risk learners unidentified.
• Teacher Training Gaps: A RAND study confirmed that teachers in grades 3-8 require more training on supporting students with word reading and comprehension, a direct challenge to fulfilling SDG Target 4.c, which calls for an increased supply of qualified teachers.

Data indicates that nearly one in five eighth graders falls below the basic decoding threshold required for text comprehension, a statistic that underscores the urgency of systemic reform to meet national and global education goals.

A Policy Framework for Sustained Literacy and Educational Equity

Evidence-Based Interventions for Middle Grades

Research provides a clear path forward. Pilot programs such as Read STOP Write and BIG Words have demonstrated success in improving both decoding and comprehension by focusing on advanced skills like syllabication, morphology, and vocabulary. Furthermore, a 2023 NWEA study found that a whole-class focus on fluency in middle school significantly improved reading scores. Adopting such evidence-based practices is essential for building an educational system that delivers equitable and quality outcomes.

A Five-Point Agenda for State-Level Action

To align with the principles of SDG 4 and ensure all students can achieve literacy, states should adopt a comprehensive policy agenda focused on grades 4 through 8.

1. Update Educational Standards: Revise late elementary and middle grade standards to mandate explicit, evidence-based instruction in morphology, multisyllabic decoding, and reading fluency.
2. Mandate Comprehensive Screening: Implement annual screenings for advanced decoding skills for all students in grades 3 through 9 to identify and support struggling readers.
3. Ensure High-Quality Curricula: Partner with curriculum publishers to guarantee that instructional materials reflect updated, evidence-based standards for advanced literacy.
4. Invest in Professional Development: Provide sustained training and support for teachers, coaches, and administrators on implementing new screeners and curricula, in line with SDG Target 4.c.
5. Monitor and Adapt: Establish systems to observe instructional practices and measure student learning, using the data to continuously refine and improve the state’s literacy strategy.

Conclusion: Fulfilling the Commitment to Quality Education

Reading proficiency is fundamental to all learning and is a cornerstone for achieving broader Sustainable Development Goals, including reducing inequalities (SDG 10) and promoting decent work and economic growth (SDG 8). The current focus on early literacy, while important, is insufficient. By extending evidence-based reading instruction through the middle grades, the United States can address its literacy crisis, finish the job it has started, and fulfill its commitment to providing a quality education for every child.

Analysis of SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The entire article is centered on the theme of quality education. It addresses a “literacy crisis” in American schools, critiques the effectiveness of current reading instruction methods, and proposes policy changes to improve educational outcomes. The discussion about student proficiency rates, teacher training, curriculum standards, and evidence-based instruction directly relates to the goal of ensuring inclusive and equitable quality education for all.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

   The article directly addresses the quality and effectiveness of learning outcomes in primary (fourth grade) and lower secondary (eighth grade) education. It highlights the failure to achieve effective outcomes, citing that in Mississippi, eighth-grade reading proficiency has fallen to 23%. The proposed solutions, such as updating standards and curricula for grades 4 through 8, are aimed at improving these learning outcomes.

2. Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.

   The core subject of the article is the challenge of achieving youth literacy. It argues that the current educational system stops teaching foundational reading skills “far too early,” which hinders students’ ability to achieve full literacy. The statistic that “nearly 1 in 5 eighth graders was below what it called the decoding threshold” explicitly points to a failure in achieving functional literacy among youth, which this target aims to address.

3. Target 4.c: By 2030, substantially increase the supply of qualified teachers… including through… teacher training.

   The article identifies a gap in teacher preparedness as a key problem. It cites a RAND study finding that “grade 3-8 teachers ‘need more knowledge and training on how to help students who are experiencing difficulties.'” Furthermore, one of the primary solutions proposed is to “partner with high-quality professional learning organizations to provide teachers… with training and ongoing support,” which directly aligns with the goal of improving teacher qualifications and training.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator for Targets 4.1 and 4.6: Proficiency levels in reading at different grade levels.

  The article explicitly uses this indicator to measure the problem and track progress. It provides specific data points from the National Assessment of Education Progress (NAEP), such as “In 2013, the state ranked 49th in… fourth grade reading scores, with just 21% of students at or above ‘proficient.'” It also tracks changes over time (“By 2024, that figure was 32%”) and compares different grade levels (“Mississippi’s eighth grade scores… have since fallen to 23%”). These percentages are direct measures of student proficiency in literacy.

• Indicator for Targets 4.1 and 4.6: Proportion of students meeting a functional literacy threshold.

  The article implies another specific indicator by referencing a 2019 study that found “nearly 1 in 5 eighth graders was below what it called the decoding threshold —a baseline level of reading fluency students need before they can successfully comprehend.” Measuring the percentage of students who are above or below this “decoding threshold” would serve as a clear indicator of progress in achieving functional literacy.

• Indicator for Target 4.c: Implementation of and participation in teacher professional development.

  While the article does not provide a quantitative measure, it strongly implies the need for one. The recommendation to “provide teachers, teacher coaches, principals and district leaders with training and ongoing support” suggests that an indicator of progress would be the number of educators who receive this specialized training on new screeners and curricula for advanced foundational literacy skills. The RAND study’s finding that teachers “need more knowledge and training” further establishes the importance of tracking this as a metric.

4. Summary Table of Findings

Source: the74million.org