Literacy In America

Literacy in America

“If reading connects to something [kids] are interested in, it doesn’t feel heavy. It feels like exploration.”

“Even as reading challenges rise nationwide, libraries remain steady by offering books, guidance, community, and the earliest invitations into civic life.”

Raising Literacy Rates in the Digital Age

Competing

When Marcia Hoyle Walkama started working in Brockton Public S chools in Massachusetts, the average books in the library were around 30 years old. There were almost no books that reflected her students, who were from Haiti, Cape Verde, and the Dominican Republic.

In Brockton, 49% of students’ first language is not English and 74% qualify as low-income. Hoyle Walkama says this is where the importance of the school library comes in.

“The kids from Brockton wouldn’t have access to books at home,” Hoyle Walkama explained, “and I’d say very, very few go to the public library. I try to make a big deal about having books

with technology can be difficult, but these educators are introducing students to books and the joys of reading in creative ways.

that interest them, which I think makes a whole lot of difference.”

Like many schools, Brockton is experiencing budget problems. To buy new books, Hoyle Walkama has been relying on grants and donations from outside organizations, including the Read Across America Grant, from which the district received 700 diverse books.

“I can’t imagine that I could even engage a kid if I didn’t have these new books,” Hoyle Walkama noted. “It’s crucial for kids to have an interest in checking the book out and sharing it.”

Hoyle Walkama says having books with characters who look like her students has made a huge impact. Her students particularly love one dual-language book, “Tiagu and Vovo,” which is

printed in English on one side and, when flipped over, Cape Verdean Creole on the other.

“If you pick books that interest them and books [with characters who] look like them, or books that you read aloud,” she said, “they want to know more, they want it in their hands.”

The case for physical books Catherine Campbell, a literary interventionist in St. Albans, Vt., says physical books are critical for engaging students. Campbell’s library hosts literacy nights, where families can come in and read with their children.

“Everybody who came to the literacy night went home with a book or two that they didn’t have to bring back, and that’s pretty cool,” Campbell noted.

Over the course of her career, Campbell said she’s seen a decreased interest in reading in favor of technology. It’s hard to compete with technology, but Campbell continues to promote reading in new ways, like having students read books online.

“The technology is going to be there,” Campbell explained, “but we have to work harder to keep their scores up by showing them that reading can also be a form of entertainment.”

Harnessing the Power of Science-Backed Reading Instruction

Helping children overcome obstacles and learn to love reading requires expert knowledge and sustained, hands-on experience.

Reading is a foundational skill that is complex to teach and assess. At the same time, students may be engaging with text more than we recognize.

“If we include graphic novels, comic books, online texts, social media, then our kids are actually reading quite a bit,” noted Professor Emily Pendergrass, director of the Reading Education master’s degree program at Vanderbilt Peabody College of education and human development. Through the program, teachers with experience can advance their knowledge while adding a reading specialist endorsement.

“Our program helps teachers identify gaps in reading knowledge or background knowledge and intentionally address them.”

Leadership in reading Peabody’s influence in literacy education spans decades. Read 180, a pioneering computer-based instructional program first developed at Peabody, is used by thousands of schools and districts. Peer-Assisted Learning Strategies (PALS) has been widely adopted for improving reading (and math) with K-6 students with special needs. Always at the leading edge, Peabody professors are using tools such as fMRI imaging to study the brain basis of reading and understand why some children struggle to read.

Professor Emily Pendergrass Program Director, Reading Education, Vanderbilt University Peabody College of education and human development

Master’s candidates in Peabody’s Reading Education program are tasked with thinking critically about research and translating findings into meaningful classroom practice.

Beyond the classroom

Peabody scholars think expansively about reading and literacy. For example, researchers in child development built on the dialogic reading method — where adults and young children discuss a story to build language skills — to create a new app called REED, now moving toward market. Master’s candidates and their professors recently partnered with Disney Books and author Jen Calonita to develop supplemental materials tied to her young adult novel

“Fairy Godmother,” connecting researched-based strategies with books that students are eager to read.

Leadership in a time of rapid change

Peabody’s goal is to prepare graduates to lead in an evolving literacy landscape. Students have opportunities to present their ideas at national conferences and engage with emerging technologies like artificial intelligence in classrooms.

“In this master’s program, you’ll study digital literacies in ways that are grounded in both research and classroom realities,” Professor Pendergrass noted. “We examine how AI is shaping literacy practices and ask important questions: how do we keep the literacy in AI literacy? What are the ethical implications?”

Addressing dyslexia with research and practice

In 2024, Vanderbilt and Peabody opened the Roberts Academy and Dyslexia Center, a transitional school for children in grades 1-5 with dyslexia. This center shares research and best practices while providing direct support to children and families. Peabody also offers a certificate in Dyslexia Studies for enrolled Vanderbilt master’s students who want to enhance their career readiness.

“We want our graduates to be leaders,” Professor Pendergrass

said. “We want them to be advocates. We’re committed to being a research-savvy, practice-forward institution.”

For current or aspiring educators wanting a multidisciplinary approach to reading, literacy and language, Vanderbilt Peabody College offers intellectual depth and real-world impact.

Written by Jeff Somers

For information about Peabody College’s reading master’s and related programs, scan here:

Literacy Is a Family Affair: Why Families Matter in Education

Today, parents are often isolated from their children’s learning, but research shows that children’s literacy is strongest when families are authentically engaged.

From 2018 to 2021, I served as the director of the Office of Head Start. What I learned in those three years about the power of family has significantly impacted the way I approach child development and learning. Head Start is held to high standards in all areas critical for child development, but at its core is the belief that parents are the real partners in their children’s ability to learn and grow. Research shows that a child’s brain starts developing long before birth, and in the first five years of life, the brain undergoes its most substantial development, impacting the child throughout their entire life. Children with early literacy support are

most likely to become strong readers and ultimately stronger learners overall. What is often overlooked is the role parents play in shaping that early development.

Build trust, build knowledge, build systems

So, what does that mean for teachers and schools working to bridge the home-school connection to improve literacy? In order of importance: build trust, build knowledge, build systems.

First and foremost, parents must trust teachers and schools. Trust is built over time, through intentionality and sincerity in a nonjudgmental environment. Families need to feel respected, welcomed, and valued.

The Gift of Reading Together

Next, build knowledge. Parents need a clear understanding of how children develop literacy skills, what is expected over time, how their children are progressing based on those expectations, and what supports can help strengthen their children’s literacy skills.

Finally, build systems that sustain family engagement. Effective systems are reflective and flexible. They use data and lived experience, include parents throughout the process, and adapt over time as the needs of children and communities change.

When parents are seen as assets in their children’s education, schools unlock one of the most powerful resources to strengthen children’s learning and long-term success.

BY Dr. Deborah Bergeron Deputy Director of Community Engagement and Innovation, National Head Start Association

For families, the precious memories spent reading together can offer far more than just a bedtime routine.

Your home or local library already holds everything you need for an activity the whole family can enjoy, regardless of age or reading level. Here’s how family reading time can transform your child’s relationship with reading and set them up for lifelong success:

Building confidence

When children read alongside their parents or caregivers, something impactful happens. They’re not just deciphering and comprehending words; they’re building confidence in a safe and supportive environment. Your presence and encouragement can be the boost your child needs to know that reading is fun and achievable.

Strengthening classroom connections

Family reading time isn’t separate from school learning; it’s a reinforcement of everything your child encounters in the classroom. When children read aloud and discuss stories in the

comfortable setting of home, phonics skills improve, vocabulary expands, and reading comprehension translates to better performance in the classroom.

Your presence and encouragement can be the boost your child needs to know that reading is fun and achievable.

Opening doors to new worlds

One of the most magical aspects of reading is how it offers escapism, imagination, and mind development. Within the pages of a book, a child’s world expands beyond their immediate

surroundings, opening their minds to possibilities they never knew existed.

Developing critical thinkers

Family reading time creates the perfect opportunity for developing critical thinking skills through meaningful conversations. Pausing mid-story to ask questions teaches your child to dig deeper than the words on the page.

Making it enjoyable and attainable

Family reading should be flexible and feel attainable. Reading a chapter during breakfast, in the afternoon after school, before bed, or on the weekends helps create a healthy habit of reading.

Yvonne Johnson President, National PTA

Not Just Phonics: Supporting Six Other Keys to Early Literacy

Sounding out words is just the beginning. From meaningful conversations to exploring interests together, building the multiple skills young readers need is important work.

Carla was surprised by the results of her son Mason’s fourth-grade test scores: He was behind grade level in reading. In kindergarten, Mason had learned the alphabet. Throughout elementary school, he sounded out words and read aloud more smoothly. How could he be behind? While Mason had learned important literacy skills, Carla is not alone in her misunderstanding. Phonics is just one component of early literacy development.

Many are responding to the state of fourth-grade reading test scores by focusing on direct instruction in phonics. Often missing from the conversation are other key areas of early literacy, such as the meaning of print, understanding what you read, and children’s joyful engagement with letters and sounds through books, conversations, games, and songs. Families can support their children’s literacy development at home by fostering these six additional key areas of early literacy.

1. Oral language

There’s a strong link between oral language and literacy development, which is why these two important keys are combined. Children need to develop their knowledge through both conversations and reading on a range of topics — farms, trucks, bugs, rhyming books, etc. — to understand ideas in the texts they read.

2. Knowledge development

Understanding concepts that help us interpret the meaning of a text is closely tied to oral language. The more children

know about the world around them, the better equipped they are to understand what they read.

3. Print concepts

Print is all around, but children don’t automatically know how to navigate print and the pictures that go with it. Point out how books and print work, such as how to track words while reading. Show how pictures help make sense of the text.

4. Text comprehension

Understanding what you read takes practice, and talking about whole books is important. Read aloud, and discuss what you read. Once your child can read independently, ask them about what they are reading.

5. Writing

Writing and reading are mutually supportive. Offer different writing materials at home. Talk about when you use writing, and include your child in meaningful writing experiences, like making grocery lists together.

6. Have fun

Reading and exploring interests together make for meaningful and enjoyable family time. Read, learn, talk, and sing together about what interests you and your child.

WRITTEN BY Susan Friedman Senior Director of Publishing and Content Development, National Association for the Education of Young Children

It’s Not Too Late to

Teach Adolescents to Read

Too many adolescents enter middle and high school burdened by years of reading failure — struggling to decode words, comprehend text, and engage with academic language.

Many of these students missed foundational instruction in phonology, word recognition, and language structure, leaving them frustrated, discouraged, and far behind their peers. Yet the evidence is clear: With intensive, systematic, and age appropriate instruction, older students can make substantial gains.

Effective intervention goes beyond phonics alone. It integrates explicit teaching of vocabulary, syntax, background knowledge, and text comprehension — paired with scaffolded reading, meaningful writing practice, and opportunities to apply skills across compelling, content rich texts. Critically, this work requires time, daily instruction, skilled educators, and programs designed for adolescents’ social and cognitive needs.

For school leaders seeking proven, language based solutions that meet adolescents where they are and accelerate growth, Voyager Sopris Learning® offers programs — like LANGUAGE! Live® — that embody these principles. It’s time to give every struggling reader the chance to thrive.

Serena Williams on Why Every Child Deserves to Love Reading

Serena Williams, a 23-time tennis Grand Slam singles champion and change-making children’s literacy advocate, shares how reading builds confidence, curiosity, and identity in young learners.

What made you want to become an advocate for children’s literacy and help kids learn to love reading?

The reason I do anything in my life is for my girls. Reading is a space for their curiosity and imagination to flourish, and I believe every child deserves the chance to experience that same sense of discovery, no matter their background.

From your perspective, how can early reading experiences shape the way children come to see themselves as capable or confident learners?

Reading, whether shared or solo, gives children the space to go on a journey. It allows them to walk hand in hand with a character, figure out their words, choices, and world within the safe space of their own minds. That kind of early engagement builds confidence over time. It encourages children to ask questions, form ideas, and trust their instincts as learners. It’s the beginning of understanding that their own thoughts and perspectives are valuable.

How can imagination and pretend play during reading help children build confidence and a sense of possibility?

Books let us imagine what we might otherwise think is impossible. There are no limits in a story. Whether a child is reading about a young girl saving the world or a little boy learning something as simple as tying his shoes, those moments teach that anything can be accomplished when you put your mind to it. I love diving into

the world of books with my girls, encouraging them to dream big and imagine freely.

When reading feels difficult, what can adults do to help children build resilience instead of avoidance?

The first step is to remove the pressure. Reading should never feel like an obligation. Let your kid put a book down. Olympia starts a story and realizes it’s not for her. I tell her that’s OK and encourage her to try the next one, and the

next, until she finds a story that sticks with her. You don’t have to love every book you read.

Our job as adults is to help our little ones explore the stories that excite them, so reading can be a gift instead of a chore.

What role does emotional connection play in keeping children engaged with reading over time?

Emotional connection comes from representation, and from representation comes validation.

Just like movies, sports, or music, people read books so they can see themselves represented physically, emotionally, or mentally. When a child reads something that makes them think, “They’re like me,” or “That’s what I’m going through,” it grounds the story in their own reality. That connection is what keeps children coming back to stories to better help them understand themselves and the world around them.

It allows them to walk hand in hand with a character, figure out their words, choices, and world within the safe space of their own minds.

How can shared reading strengthen a child’s sense of self-worth and curiosity, especially when they’re still learning to trust their own voice?

Reading can be a bridge to community and connection. Shared reading has become an instrumental part of my routine with Olympia and Adira. It brings us even closer together and helps the stories come to life. Shared reading helps children develop a deeper understanding of the words, and, hopefully, in the end, a deeper sense of curiosity and confidence in their own voices.

How Access, Choice, and Joy Shape Young Readers

Children’s literacy in the United States has stalled, but the solution may be simpler than we think. Veteran educator Kristen Brooks explains why access, choice, and joy are essential to helping kids build strong reading habits that last a lifetime.

According to the National Assessment of Educational Progress, 2 in 3 fourth graders are not reading at a “Proficient” level — a troubling statistic that has remained largely unchanged for more than three decades.¹

As debates swirl around curriculum and instruction, veteran educator and education technology expert Kristen Brooks points to a more fundamental issue: access.

“Access to books is the main thing that we need to keep trending,” she emphasized.

Access beyond the school day

Access is not just what happens inside the classroom. It means children can reach a book that interests them, at their level, whenever curiosity strikes.

“Access means all the time, 24 hours a day,” shared Brooks, who spent much of her 30-year career teaching in Title I schools. “It means having something to read at home, at a grandparent’s house, wherever you are.”

Early on, Brooks realized that her own childhood — spent surrounded by books and in libraries — was not the norm for many of her students. Families juggling work, caregiving, and basic needs often don’t have the time or resources to build home libraries. Yet decades of research show that children with greater access to books develop stronger literacy skills over time.²

Brooks’ search for a way to broaden access without adding financial or logistical burden led her to Epic, a digital reading platform offering more than 40,000 high-quality, kid-friendly books. What began as a practical

solution — eliminating teaching time lost traveling to and from the school library — quickly became something bigger: a way to level the playing field.

Centering choice, from topic to format

“Epic made it possible for every child to have books,” Brooks shared. “Not one or two books in a backpack, but real choice.” Choice is a powerful motivator. When children are allowed to read what genuinely interests them — whether it’s fantasy, graphic novels, or 200 books about lizards — they read more.

And when they read more, their confidence and skills grow.

Equally important is expanding how we define reading itself.

Brooks is a strong advocate for audiobooks and read-aloud features, especially for younger readers and reluctant readers. “If you’ve listened to a book, you’ve still read the book,” she said.

“Listening activates imagination.”

This broader view of literacy also challenges common assumptions about screen time. Rather than treating all screen use as harmful, Brooks encourages families and educators to focus on how screens are used. Reading — whether independently or together as a family — can be one of the most meaningful uses of technology.

Access unlocks a love of reading

Epic’s approach reflects that philosophy. Jackson Ding, general manager at Epic, explained: “Epic plays an essential role in helping children develop stronger reading habits by providing access to a vast library of engaging, high-quality books that personalize reading and meet children where they are — at home, at school, and everywhere in between.”

For Brooks, access is about more than moving the needle on literacy — it’s about unlocking

joy. When children can explore stories that spark their curiosity, in formats that fit their lives, reading stops feeling like an assignment and starts feeling like play. And when reading feels like play, kids keep coming back for more.

Written by Emily Rose

To learn more, visit www.getepic.com

REFERENCES

1. U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1992-2024 Reading Assessments.

2. Joanna Sikora, M.D.R. Evans, Jonathan Kelley. Scholarly culture: How books in adolescence enhance adult literacy, numeracy and technology skills in 31 societies. Social Science Research. Volume 77, 2019, Pages 1-15, ISSN 0049-089X. https://www. sciencedirect.com/science/article/pii/ S0049089X18300607.

This Early Learning Scholarship Is Strengthening the Future of Early Childhood Educators

Across the United States, a shortage of qualified early childhood educators undermines the strong foundation children need for lifelong success.

At the University of Washington College of Education, we are addressing this challenge by expanding access to high-quality early learning degree programs through our Early Learning Equity Scholarship, which supports both online and on-campus students.

For Ninfa Alvarez Pozos, an undergraduate student in our online Early Care and Education program and Spanish language access coordinator at the Department of Children, Youth & Families, the scholarship has been transformative. A mother of three, full-time employee, and first-generation college student, she calls the flexible online format “a blessing.” The scholarship has made it possible for her to attend the UW — her lifelong dream — without financial strain.

Alvarez Pozos entered the field through lived experience: first navigating early intervention for her own child, then working as a Spanish interpreter and multilingual paraeducator. Now, university coursework grounded in culturally responsive and anti-bias education has strengthened her leadership and advocacy for multilingual families.

Research shows that 90% of brain development happens before age 5. By investing in educators, we are investing in children, families and more equitable futures.

Written by University of Washington College of Education

Early Childhood Education Is America’s Most Undervalued Investment

Illiteracy in America is not a problem confined to classrooms or school districts. It is a national crisis with far-reaching consequences that begins long before a child ever sets foot in a school.

Today, only 31% of U.S. fourth-graders read proficiently, according to the National Center for Education Statistics, a sobering indicator of how early gaps in language and literacy compound over time. At the same time, many children enter kindergarten without consistent access to the early learning experiences that nurture communication, curiosity, and confidence, placing them on a trajectory that becomes increasingly difficult and costly to shift later on.

These disparities disproportionately affect Black, Brown, and low-income children, reflecting long-standing structural inequities rather than individual or family failure. Too often, conversations about early literacy focus on what children lack, instead of recognizing the strengths, cultural knowledge, and potential they bring with them, and the environments they deserve to thrive in.

What high-quality pre-K really offers

High-quality pre-K offers far more than academic preparation. It creates daily opportunities for social-emotional development through play, collaboration, and problem-solving. In child-centered classrooms, children learn to build relationships, regulate emotions, take risks, and persist through challenges, skills that are foundational to literacy and lifelong learning. Through positive interactions with caring adults and peers, children develop a sense of belonging and agency that supports their growth as learners.

Pre-K also fosters excitement around books and communication. Children engage with stories, drawing, pretend writing, shared reading, and conversation, learning that their ideas matter

and that language is a powerful tool for expression and connection. These early experiences establish literacy not as a task to master, but as a meaningful, joyful part of everyday life.

The cost of limited access

The consequences of limited access to these early opportunities extend well into adulthood. Adults with low literacy skills face higher rates of unemployment, poorer health outcomes, and greater involvement with the criminal justice system. Adult illiteracy is not an abstract risk; it is a lived reality for millions, and it often begins long before formal schooling starts.

Research consistently shows that early childhood is the most powerful window for change. Investments in high-quality early childhood education yield significant long-term returns through increased educational attainment, higher lifetime earnings, and reduced public costs related to remediation, healthcare, and incarceration. Early literacy, therefore, is not only good education policy; it is sound economic and social policy.

If we are serious about preparing the next generation for success, we must start at the beginning. Investing in high-quality, asset-based early childhood education is not optional. It is urgent, it is effective, and it is essential to the future we all share.

WRITTEN

Greene

How Loryn Brantz Thinks About Kids and Books

New York Times bestselling author, artist, poet, and director Loryn Brantz shares how art, emotion, and everyday moments can shape a child’s early literacy journey.

Children often have surprising reactions during story time. Can you share tips for parents on how to use these moments to support literacy and communication at home?

I think any opportunity to take a moment to talk more in depth about what you’re reading is worth taking. My advice is that even if their reaction isn’t as expected, such as laughing at a sad part, try not to overreact to their reaction. You want them to feel comfortable working through whatever came up for them, and different feelings are sometimes expressed in surprising ways, especially by kids. Use the moment to find out what made them feel that way, and try to describe their emotions. The more kids can verbalize their feelings, the better they will be able to regulate them.

What small, everyday moments can help build early literacy skills?

There are lots of ways to sneak literacy learning into your daily life. You can play games, use literacy-themed toys, and watch children’s TV shows that support early literacy, like “Reading Rainbow” and “Super Why!”. All said, I still think the most

important thing you can do is read books together! We read books at mealtimes and before bed, and often at other times in between. It’s also a great activity for family to do over FaceTime.

What do you think parents and educators often overlook about how young children build confidence as early?

A really great trick I learned from my daughter’s teachers about early literacy is to have children also try to read words that are just gibberish. A lot of kids will be so good at memorizing and sight-reading that it’s easy to overlook that they’re not actually reading the words. Some kids can go for years like this until someone notices. This is a smart way to make sure their literacy skills are truly on track. As for confidence, I would say it’s important to affirm to them that this is a hard skill to learn, but that doesn’t mean they won’t ever master it. My kids love it when I talk about my own personal struggles from school. It helps them feel less alone and realize that everyone, even “Super Mom,” has struggled learning certain things before.

Closing Early Literacy Gaps in Under-Resourced Communities

By the time a child enters kindergarten, many of the most powerful predictors of literacy success have already been shaped, and in under-resourced communities, those gaps emerge even earlier.

National data continues to show that families facing socioeconomic barriers often have the least access to high-quality early learning resources, despite having the same hopes and aspirations for their children. A significant share of the youngest children in the United States come from under-resourced communities or identify as Black, Indigenous, or people of color, groups that have historically experienced systemic inequities in education and health. Yet, when families are given literacy tools, guidance, and encouragement early on, the outcomes can be transformative.

Clinicians frequently describe the same small but profound moments: a toddler proudly clutching a board book, a parent discovering how to follow their child’s lead, an infant leaning toward a familiar voice. These simple, joyful interactions are linked to measurable gains in language development, emotional connection, and the early cognitive skills that underpin school readiness.

Children learn best when they feel safe, engaged, and connected. The most equitable and impactful approach we have is also the most human: supporting caregivers and young children to share stories, build bonds, and experience the magic of reading together. If we invest in this early foundation, we can change literacy outcomes not just for one classroom, but for an entire generation.

What inspired you to create Toddlers Can Read?

As a child, I struggled with reading. I didn’t enjoy it, and it was stressful. Recently, I looked at my son’s spelling test on the fridge — he got 100%, with beautiful handwriting. He loves spelling and reading. He enjoys being asked how to spell challenging words.

I compared that experience to my own. When my mom

How Spencer Russell Teaches Toddlers to Read

Spencer Russell, founder of Toddlers Can Read, explains why skill-building — not environment alone — is what turns struggling readers into confident ones.

being a struggling reader affects students, and how being a strong reader transforms their experience in school.

When I had my son, I didn’t want him to go through what I did. I wanted him to be confident, capable, and equipped with skills.

At that point, I had to choose between staying in my coaching job or becoming an entrepreneur. I chose the latter because parents need access to this knowledge. Teaching a child to read early isn’t for everyone, but many parents want to know how.

Confidence is the belief that you can figure things out. When kids see themselves mastering small reading skills, they begin to believe they can handle future challenges, too. Encouragement matters, but without skill-building, it falls short.

What helps children feel that learning to read is something within their reach, not something reserved for “smart kids?”

practiced spelling with me, I cried. I sat on the steps and didn’t want to do it. I knew I couldn’t do it. I remember thinking, “Why can’t I read like my classmate?” Being a weak reader shaped how I saw myself as a student.

That experience followed me into teaching. I taught kindergarten and first grade in Houston through Teach for America for six years. I saw firsthand how

What everyday habits help families create a sense of calm, confidence, and capability around learning to read? Confidence comes from skill. If a child can’t swim, watching swimming videos or hearing encouragement won’t help once they’re in the pool; they’ll still sink. A struggling reader experiences the same panic when they see words on a page and think, “I can’t do this.”

We assume confidence comes from praise, routines, or exposure to books, but if a child already lacks confidence, there’s a skill gap that must be addressed.

I recommend a five-minute daily block: Identify the struggle, teach just beyond their current level, and progress step by step.

It comes back to building skill. I see this most with older kids — fourth-graders reading at a second-grade level. They come home upset, sometimes in tears, because they see the gap between themselves and their peers.

In that moment, emotional support matters: “I know that’s really hard. I’m so sorry. No one should have to go through that.” That validation helps that afternoon, but it’s a Band-Aid. They’re going to go back to school and see the same thing. What actually changes things is a plan that builds skill. When kids see themselves improving, reading stops being something for “smart kids” and becomes something they know they can learn. They move from “I can’t do this” to “I didn’t get this before, but now I do.” That belief — that effort leads to progress — is what makes learning feel within reach.

Florida Center for Reading Research Partners With Communities to Advance Reading Outcomes

The Florida Center for Reading Research (FCRR) is an interdisciplinary research center at Florida State University that investigates all aspects of reading across the lifespan.

Aiden traced small circles on the conference table while his mother held her notebook tightly. Across from them, Ms. Alvarez, a second grade teacher, paused before speaking.

“We read every night,” his mother said. “We try to do everything you send home. He still can’t read all the words on a page by himself.”

“I’m trying,” Aiden whispered. “I know,” she replied, squeezing his hand.

Ms. Alvarez nodded. “He works harder than almost anyone I’ve taught. But I’m not sure what to do next. We’ve used every strategy I know.”

“So… what do we do?” his mother asked.

Everyone in the room wanted Aiden to succeed, but they all felt unsure of what to try next. What they needed was not more pressure, but better support and guidance.

That support can be found at the Florida Center for Reading Research (FCRR). Scenes like this play out every day in schools and homes across America. In rural towns and major cities, in well-funded districts and under-resourced ones, families and educators are reaching their limits of what individual effort can solve. Children are working hard. Parents are showing up. Teachers are giving everything they have. Still, too many students fall behind.

When reading struggles are complex, effort alone is not enough. Families and educators need strong systems built on

evidence, not guesswork; systems that translate research into practical guidance, better tools, and ongoing learning.

At FCRR, this is the work of faculty and researchers who are partnering with schools and communities to study what works, share what’s learned, and equip teachers and school leaders with proven, usable resources; so every classroom is better prepared and every child has an opportunity to become a confident reader.

Our team works to produce relevant research that answers education’s most pressing needs. Findings from this work are then used to translate evidence into actionable recommendations and practices that impact student learning, development, and achievement.

Since 2002, educators and families have partnered with researchers at FCRR to investigate

all aspects of reading and reading-related skills, strengthen professional learning, align leadership supports, and turn evidence into everyday practice. This work has led to measurable improvements across local partnering schools and provided tools for families to help children support reading at home.

Across the nation, researchers have worked to build capacity among teachers, reading coaches, principals, district and state leaders, and even families through research, professional learning, and partnership, allowing for systemic change to improve lives. Nationally, the work of the center has advanced the science of reading to improve learning and achievement from birth through adulthood through research, innovation, and engagement.

Whether you are an educator

like Ms. Alvarez, a concerned parent like Aiden’s mom, or a community member with a heart for improving reading in your local school, FCRR has researchand evidence-based resources for you to use now.

To learn more about our FREE resources and how they can support families, educators, and policymakers, visit fcrr.org.

Max Greenfield on Letting Kids Lead in Reading

Emmy-nominated actor and children’s book author Max Greenfield reflects on how interest, trust, and a relaxed approach can transform a child’s relationship with books.

Why do adults often overlook how deeply children understand humor, subtext, or vulnerability during shared reading?

I think adults underestimate kids because we expect understanding to look adult. Kids might not explain what they’re picking up on, but they absolutely feel it. They understand humor, discomfort, vulnerability, tone — sometimes more instinctively than we do. I think if adults slowed down and trusted that kids are absorbing more than they’re saying, we’d realize they’re tracking way more of the story than we give them credit for.

What family habits matter most for helping kids build safety, curiosity, and agency around books?

I don’t know that there’s one formula. For me, it always comes back to interest. If you hand me a math textbook and say, “This is broken down really clearly,” I still can’t get through three pages — it’s torture. But give me something I actually care about, and suddenly it’s a completely different experience. Kids are the same way. If reading connects to something they’re interested in, it doesn’t feel heavy. It feels like exploration.

How can families create an environment where kids feel safe making mistakes and reading aloud?

A lot of it is about removing the feeling that there’s a right or wrong way to do it. Reading out loud can be incredibly vulnerable, especially for kids. If they feel

watched or corrected constantly, they shut down. When mistakes are treated as normal, and not as something that needs immediate fixing, it creates space for kids to relax and actually engage.

With real life being messy and unpredictable, what actually matters in a “successful” reading routine?

Letting go of the idea that it has to

look perfect. Kids move at different speeds, and so do adults. Some kids find what they’re into right away, and others take a long time — and both are completely fine. I think we put too much pressure on kids to find their “thing” early. One of the great parts of being a kid is getting to try things, drop things, and come back to things. Reading should fit into that, not compete with it.

How can adults listen more closely to what kids reveal during reading?

Kids say a lot in really small ways. A random comment, a reaction to a character, something they laugh at or push back on — that’s usually where the interesting stuff is. If adults stay curious instead of redirecting or rushing through the story, those moments open up conversations. That’s often when you learn what they’re thinking about or dealing with.

If adults stay curious instead of redirecting or rushing through the story, those moments open up conversations.

Why is it important to share control of reading time with kids?

Because the second something feels like it’s being done to a kid, they resist it. When kids have some control — choosing what they read, how they read, even when they stop — it feels empowering. Not every kid has found the thing they really connect to yet, and that’s OK. Letting them explore without panic or pressure creates space for that connection to happen naturally.

Turn Screen Time Into Storytime: Family Reading with eBooks

Children’s reading apps are turning screen time into joyful, curiosity-led reading adventures that families can feel good about.

While U.S. literacy rates are at a historic low, there is an underlying trend exacerbating this crisis: declines in time spent reading. An analysis of decades of media trends published by the American Psychological Association found that the number of youths who spend time reading daily has decreased by over 40% since 1976. Many have concluded that time spent on devices is a key driver in the decline of reading. And a 2024

study by Nielsen BookData found that both smartphones and tablets were increasingly used for reading activities — up 26% and 46%, respectively.

Furthermore, a Harvard study found that when parents and children engage in reading eBooks together, they exhibit the same positive language and literacy behaviors as with print books.

Tips for shared eBook reading For families looking to transition their time on devices from

scrolling to storytelling, here are some tips:

1. Look for high-quality eBooks that include features like narration, text highlighting, a dictionary, and “forward/ backward” buttons to help young children learn page directionality.

2. Be intentional when you read. Close other apps and avoid multitasking.

3. As you read, discuss the story. Ask who, what, when, where, how, and why questions to build your child’s comprehension.

4. After you read, make connections and ask your child if they can relate to any characters or what they think will happen next. These types

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Inside USF’s Hands-On Model for Literacy Preparation

At the University of South Florida’s College of Education, future educators don’t just study literacy — they live it. Through evidence-based instruction and immersive classroom experience, USF prepares teachers and researchers to advance literacy for every learner.

Margaret Robertson

Stemme, a literacy studies doctoral student, is a soon-tobe triple alumna of the college. “I have felt incredibly prepared during each step of my educational journey here, largely due to the faculty and the belief in excellent teacher preparation,” she said.

Stemme is assisting with a three-year research project focused on early childhood classrooms across Tampa Bay. Under the direction of Elizabeth Hadley, an associate professor of literacy studies, Stemme is collecting and

analyzing data on teacher-child language interactions, gaining hands-on experience to inform real-world instruction. The project uses new, cutting-edge technologies, including automatic speech recognition and sensing tools, to create a complete picture of preschool experiences.

“Studying language interactions is impactful because everyday conversations are one of the strongest drivers of children’s  reading and academic success later,” Hadley said. “Long before children read independently, they learn through talk by asking questions,

explaining ideas, hearing new vocabulary and participating in back-and-forth exchanges.”

Students have additional opportunities to learn alongside children in an authentic classroom context at The Preschool for Creative Learning. Opened in 1990 and located on campus, it serves as a collaborative research site to build relationships with teachers and families while studying early language and literacy development.

Written by Cassidy Delamarter, USF College of Education

of conversations deepen your child’s understanding.

5. Many public libraries offer access to a digital library of eBooks to explore with your family.

We may continue to see declines in the consumption of print media, but that does not mean that engaging in literacy activities needs to decline. By working with technology, families can increase time spent reading and make it a transformative practice.

Bring our free, evidence-based tools to your classroom. Scan the QR code to access our free AI resources and literacy tools, including Grow Through Reading, a national literacy resource that pairs children’s books with guided dialogue and creative activities: bit.ly/USF-educator-resources

Making Stories Come to Life for Young Readers

Together, Wonderbook and Playaway turn listening into learning and stories into lifelong companions.

Every confident reader starts as a listener, discovering the power of language through stories heard, felt, and imagined. Through lively narration, distinct character voices, and natural rhythm, audiobooks transform the written word into immersive experiences, helping young listeners build vocabulary and comprehension while developing the reading skills they’ll use for lifelong learning.

Many children struggle to become confident readers because of gaps in early language exposure, difficulty decoding text, limited access to engaging materials, and frustration that turns reading into a chore rather than a joy. For reluctant and struggling readers, these barriers lead to disengagement before skills can develop.

Wonderbook fills this gap by pairing a print book with a built-in audiobook, encouraging children to read with their eyes and ears. Hearing and seeing words together strengthens print recognition, fluency, pronunciation, and confidence — especially for those who need extra support.

Playaway audiobooks ensure every child can access great stories. With no screens, downloads, or Wi-Fi required, Playaway puts immersive, high-quality stories directly into young hands.

How Libraries Shape Literacy and Civic Life for Children

As we celebrate a nation built on learning and participation, libraries remain one of the most welcoming places where children take their first steps into both literacy and civic life.

From the very beginning of our country, leaders like Benjamin Franklin and Thomas Jefferson invested in libraries because they understood something fundamental: access to stories and information empowers people to learn, question, imagine, and contribute. Libraries were gateways to opportunity then, and they remain so now.

For many children, their first library card is also their first civic gesture. It is a small but meaningful agreement: I will borrow something we share, care for it, and return it for others to enjoy. In that simple exchange, children learn responsibility and community belonging, core elements of both literacy and civic participation.

Living stories, curious minds

Libraries themselves are living stories. They are places where children find books that feel like friends, where librarians answer big questions with kindness, and where curiosity is welcomed rather than rushed. Parents often share that their child’s confidence grows not just from reading books, but from being in a place where their curiosity matters.

programs invite children to see how communities make decisions. These experiences show them that civic participation isn’t mysterious or distant; rather, it is local, welcoming, and something they can shape.

A steady path forward

In a world where reading skills are slipping nationwide, these early opportunities to read, lead, and belong are more essential than ever. Recent data from the National Assessment of Educational Progress (NAEP) shows that roughly 40% of fourth-graders read below the NAEP’s Basic level in reading, the highest level since 2002. That means millions of children are struggling with the foundational skills needed for future learning. In this landscape, libraries offer a steady, supportive path forward: places where children can grow their confidence, strengthen their literacy, and practice the small acts of responsibility that help them feel connected to their community and engage thoughtfully with others.

Early literacy programs reach beyond reading aloud. Through singing, playing with language, and exploring new ideas, children build the foundations for academic and social success. They also begin to understand stewardship: returning a book on time, helping choose titles for a display, or volunteering at a program shows them that their actions have an impact.

Libraries also offer early, approachable lessons in leadership and service. Teen advisory boards and family-friendly volunteer

Libraries give parents, caregivers, and teachers a powerful, accessible tool to nurture curiosity, competence, and connection, helping children recognize their ability to influence the world around them.

Together, we are writing the next chapter of American literacy and civic engagement — one child, one family, and one library at a time.

WRITTEN BY Sam Helmick 2025-2026 President, American Library Association

Bilingual Education and the Superpower of Biliteracy

In an era defined by globalization, innovation, and cultural exchange, bilingualism and multilingualism are no longer "nice to have" skills; they are national imperatives.

The future competitiveness of the United States depends on its ability to prepare students who can think, communicate, and lead across languages and cultures. At the center of this preparation is bilingual education and the extraordinary power of biliteracy, a mission that the California Association for Bilingual Education (CABE) supports, advocates for, and believes is essential in 21st-century education.

The science of bilingual brains

Decades of research confirm that bilingualism strengthens the brain. Studies from neuroscience and cognitive psychology show that bilingual and multilingual individuals develop enhanced executive functioning, including stronger attention control, problem-solving abilities, abstract thinking, and cognitive flexibility. Because bilingual brains constantly manage and switch between languages, they build what researchers call a more efficient “cognitive control system.” This mental agility is associated

with improved academic outcomes, greater creativity, and stronger decision-making skills for all learners. Additionally, research has found that bilingualism can delay the onset of age-related cognitive decline, including dementia, by several years — evidence that bilingual education is an investment with lifelong benefits.

Economic capital for a global workforce

The advantages extend beyond cognition. Economically, bilingual and multilingual individuals have greater access to employment opportunities and higher earning potential, particularly in sectors like business, healthcare, education, diplomacy, technology, and international trade. Employers consistently rank multilingual skills among the most desirable competencies in a global workforce. Simply put, bilingualism and multilingualism are economic capital.

California’s unique advantage Nowhere is bilingual and multilingual education more urgent than

in California. As the fourth-largest economy in the world, California is deeply embedded in global markets and international relationships. To sustain this position, the state must cultivate a multilingual workforce capable of engaging with partners across continents. Ensuring that all students have access to high-quality bilingual education is not merely an educational choice; it is a strategic economic necessity for all of our students, particularly in our monolingual English-only society.

California also holds a unique and powerful advantage: its people. Millions of students and families bring rich cultural and linguistic assets into our schools every day. These assets — home languages, cultural knowledge, and global perspectives — represent the new Gold Standard of the 21st century. When nurtured through bilingual and multilingual education, they become sources of intellectual enrichment, cultural proficiency, and social cohesion. Research consistently shows that students who develop literacy in both their home language and English

perform as well as, or better than, their monolingual peers academically over time.

Bilingual education affirms identity, builds cross-cultural understanding, and prepares all students to thrive in a multilingual world. If the nation — and California in particular — seeks long-term global competitiveness, educational equity, and economic resilience, then biliteracy and multilingualism must be the standard, not the exception. Investing in developing bilingual and multilingual brains means investing in our collective future, both socially and economically.