Claiming literacy as a civil right

By Liz Brooke, PhD, CCC-SLP, Chief Learning Officer, Lexia Learning

Educators and parents have been fighting illiteracy for decades. Research shows that 95 percent of children can learn how to read when teachers use instruction based on the science of reading. However, according to the National Assessment of Educational Progress (NAEP), only 35 percent of fourth graders and 32 percent of eighth graders read proficiently. Reading proficiency is even lower for specific demographic groups. Often referred to as an achievement gap, in reality, it’s more of an opportunity gap.

The gap is apparent when comparing scores between black and white fourth and eighth graders. On national tests last year, NAEP reported that only 18 percent of black fourth graders scored proficient or above in reading, whereas 45 percent of white fourth graders scored proficient or above. In the same report, only 15 percent of black eighth graders were proficient readers compared to 42 percent of white eighth graders.

Robert Pondiscio, senior visiting fellow at the Thomas B. Fordham Institute, has stated that any discussion about educational equity that is not focused on literacy is unserious. “Wide and persistent gaps between white and black students, stretching back decades, make it abundantly clear — or ought to — that state education officials have no more urgent business to attend to than ensuring every child can read in every school under their control or influence,” he said.

Dr. Miguel A. Cardona, U.S. Secretary of Education, highlighted this problem last year when he acknowledged that students of color and those from low-income backgrounds historically had less access to educational opportunities, including talented educators, rigorous coursework, school counselors and other supports required for student success. “It is our moment to finally make education the great equalizer, the force that can help every student thrive, no matter their background, zip code, circumstance or language they speak at home,” he said.

Along with racial and social justice, literacy is a fundamental human right, just as any other liberty we enjoy. It is time to declare that literacy is a civil right in our country. Reading is the gateway to learning and life success.

How to Address the Opportunity Gap

There are three approaches to addressing the gap between the number of students reading proficiently in this country with what is possible while also tackling the gap between black, hispanic and white student groups.

1. We need to reframe the conversation from “achievement gap” to “opportunity gap.” The proficiency chasm has not developed because of a difference in learning ability between the various demographic or economic groups. Instead, it reflects the lack of opportunities some students have been given to help them to succeed. Instead of focusing on the misconception of what these students lack, the correct response would be to focus on the opportunities that we can provide them moving forward like access to high-quality curriculums and highly trained teachers.

2. Every student has a right to a properly trained teacher using what’s known as “evidence-based teaching” methods to teach reading. According to Dr. John Hattie, a noted professor of education from New Zealand, teachers have the greatest impact on student achievement. Hattie advocates for what’s known as “structured literacy” and the “science of reading”-based curriculum to close the opportunity gap. Using the types of “evidence-based” teaching pedagogy built on decades of research is an effective way to provide educational equity during the critical K–3 learning window. Since only half of colleges and universities instruct teachers in these evidence-based methods, a nationwide focus on preparing teachers to teach reading is a vital first step in closing the gap.

3. To close the opportunity gap, students also require equal access to high-quality literacy instruction and programs. If local, state and federal officials were to collaborate with district and school leaders to support and purchase high-quality programs, we would see reading scores rise and the gap close sooner. As a result of the pandemic, Elementary and Secondary School Emergency Relief (ESSER) funds are available to districts to purchase proven science of reading literacy programs. This means literacy programs that contain systematic and explicit instruction in specific areas including phonics, phonemic awareness, vocabulary, fluency and comprehension.

To address educational equity and the opportunity gap, it is critical to zero in on the fundamental skill of reading. Fortunately, the pandemic relief funds can be invested in literacy programs based in the science of reading—the gold standard of how to teach reading. That means that regardless of the zip codes where students live, they will have access to rigorous instruction that will open up economic and social opportunities that will in turn impact generational wealth and other benefits.  

Literacy is a civil right. Every child should have access to the tools to successfully navigate through this increasingly complex and competitive world. Academic success leads to informed decision-making, improved self-confidence and a path to economic prosperity. Literacy can and should be for all.

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