Introduction to the Crisis
As states rush to address falling literacy scores, a new kind of education debate in state legislatures is taking hold: not whether reading instruction needs fixing, but how to fix it. More than a dozen states have enacted laws banning public school educators from teaching youngsters to read using an approach that’s been popular for decades. The method, known as “three-cueing,” encourages kids to figure out unfamiliar words using context clues such as meaning, sentence structure and visual hints.
The Shift Towards Phonics
In the past two years, several states have instead embraced instruction rooted in what’s known as the “science of reading.” That approach leans heavily on phonics — relying on letter and rhyming sounds to read words such as cat, hat and rat. The policy discussions on early literacy are unfolding against a backdrop of alarming national reading proficiency levels. The 2024 Nation’s Report Card revealed that 40% of fourth graders and 33% of eighth graders scored below the basic reading level — the highest percentages in decades.
National Reading Proficiency Levels
No state improved in fourth- or eighth-grade reading in 2024. Eight states — Alaska, Arizona, Delaware, Florida, Nebraska, Nevada, Utah and Vermont — scored worse than they did a year or two prior in eighth-grade reading. Five — Arizona, Florida, Nebraska, South Dakota and Vermont — saw dips in their fourth-grade reading scores. In response to these troubling trends, a growing number of states are moving beyond localized efforts and tackling literacy through statewide legislation.
Statewide Legislation
New Jersey last year mandated universal K-3 literacy screenings. Indiana lawmakers this month passed a bill that would allow some students to retake required reading tests before being held back in third grade; that bill is en route to the governor’s desk. Oregon and Washington are weighing statewide literacy coaching and training models, while lawmakers in Montana introduced a bill to allow literacy interventions to cover broader reading and academic skills, not just early reading basics. Mississippi, a state seen as a model for turnaround in literacy rates over the past decade, seeks to expand and require evidence-based reading interventions, mandatory literacy screenings and targeted teacher training, and to explicitly ban the use of three-cueing methods in reading instruction in grades 4-8.
The National Shift
Together, these efforts signal a national shift: States are treating literacy not as a local initiative, but as the foundation of public education policy. “Literacy is the lever,” said Tafshier Cosby, the senior director of the Center for Organizing and Partnerships at the National Parents Union, an advocacy group. “If states focus on that, we see bipartisan wins. But the challenge is making that a statewide priority, not just a district-by-district hope.”
It’s the System That Needs Fixing
Before he was even sworn in, first-term Georgia Democratic state Sen. RaShaun Kemp, a former teacher and principal, had already drafted a bill to end the use of the three-cueing system in Georgia classrooms. This month, the final version passed the state legislature without a single “no” vote. GOP Gov. Brian Kemp signed it into law Monday. Sen. Kemp said his passion for literacy reform stretches back decades, shaped by experiences tutoring children at a local church as a college student in the early 2000s.
Opposition to the Science of Reading
Unlike in Georgia, the “science of reading” has met resistance in other states. In California, legislation that would require phonics-based reading instruction statewide has faced opposition from English learner advocates who argue that a one-size-fits-all approach may not effectively serve multilingual students. In opposition to the bill, the California Teachers Association argued that by codifying a rigid definition of the “science of reading,” lawmakers ignore the evolving nature of reading research and undermine teachers’ ability to meet the diverse needs of their students.
Conclusion
The debate over how to teach reading is intensifying, with more states turning to phonics-based instruction. While some states are making progress, others face challenges and opposition from educators and advocates. Despite these challenges, experts agree that literacy is the foundation of public education policy, and states must prioritize it to improve reading proficiency levels. By implementing evidence-based reading instruction, states can help students reach their full potential and improve their chances of success in school and beyond.
FAQs
Q: What is the three-cueing system, and why is it being phased out?
A: The three-cueing system is a method of teaching reading that encourages students to use context clues, such as meaning, sentence structure, and visual hints, to figure out unfamiliar words. It is being phased out in favor of phonics-based instruction, which focuses on teaching students to read words by sounding out letters and rhyming sounds.
Q: What is the science of reading, and how does it differ from other approaches to teaching reading?
A: The science of reading is an approach to teaching reading that is based on decades of cognitive research on how children best learn to read. It emphasizes the importance of phonics, phonemic awareness, and other evidence-based instructional strategies. Unlike other approaches, the science of reading is grounded in scientific research and has been shown to be effective in improving reading proficiency levels.
Q: How can parents get involved in improving literacy rates in their state?
A: Parents can get involved by advocating for evidence-based reading instruction in their local schools and state legislatures. They can also work with teachers and administrators to implement universal literacy screenings, provide targeted interventions, and offer parental notice and support. By taking an active role in promoting literacy, parents can help ensure that their children receive the best possible education and reach their full potential.
