Education leaders are well aware of the negative feedback loop that can impede academic success for many striving readers. When students do not receive the structured, systematic reading instruction or intervention they require, they may disengage from learning and, consequently, may begin missing school. As absenteeism increases, the benefits of consistent classroom instruction and support become even further out of reach. Simultaneously, behavioral issues may emerge, further complicating efforts to re-engage students in their education.
To fuel ongoing engagement and achievement throughout every child's journey in school, district leaders often choose to implement and sustain strategic, research-based literacy initiatives. These leaders recognize that such initiatives are particularly important during the early elementary grades, when students are launched onto their paths of literacy success.
Research has continually emphasized the importance of foundational reading instruction that addresses all five pillars of reading. Additionally, recent research has underscored the crucial role of adequate decoding ability by identifying the decoding threshold, the point at which students have mastered foundational decoding skills. Research has demonstrated that students who fail to achieve this critical milestone will not fully benefit from comprehension-focused intervention and will remain stagnant in their growth as readers (Wang, et al, 2019). Hence, students who have not yet crossed the decoding threshold are likely to fall further and further behind as they move through the grades.
When schools and districts invest in Structured Literacy programs across the grades, the impact extends well beyond reading proficiency. Students receiving effective reading instruction and intervention are more likely to attend school consistently and engage in their coursework, leading to a greater likelihood of high school graduation and long-term academic success.
Empirical evidence lends support to these claims. For example, John L. Costley Middle School in East Orange, New Jersey, implemented a Structured Literacy initiative as part of a holistic school improvement plan to ensure that all their striving middle school readers received appropriate reading intervention--including support in crossing the decoding threshold, as needed. Following implementation, the school experienced a 17% reduction in chronic absenteeism and a 20% decline in its average monthly suspension rate. These measurable improvements ultimately contributed to the school’s release from priority school status.
The implementation of effective literacy programs is particularly vital in states that enforce third-grade retention policies. Given the profound implications of this policy, schools must carefully consider key questions when selecting and implementing literacy interventions:
By effectively addressing these considerations, school districts can make informed decisions regarding literacy initiatives, ultimately fostering greater educational equity and improved long-term outcomes for students.