Why focus on Elementary Reading?
Reading skills are fundamental for improving life outcomes for all children and reversing historical patterns of inequity. Estimates suggest that, with effective reading instruction rooted in the science of reading, more than 90% of students would learn to read.1 Effective teachers are the key component to strong implementation and long-term sustainability of policies designed to improve student reading outcomes.
How well is each state doing in Elementary Reading?
Twelve states (24%) have Strong performance.
In 2024, NCTQ conducted a comprehensive scan of state reading policies. Nearly a quarter of states are rated Strong in NCTQ’s most recent analysis. These states almost always address the five key policy levers known to improve elementary reading. Learn how we rate states.
Select a specific state to learn more.
Key Resources
State of the States 2024: Elementary Reading
Explore five policy actions states can take to strengthen implementation of the science of reading.
State Reading Policy Action Guide
Discover how states can implement and sustain strong reading instruction.
References
- Torgesen, J. K. (2004). Preventing early reading failure. American Educator, 28(3), 6-9; Torgesen describes this finding in Torgesen, 2004; specifically, the analyses he describes were based on the proportion of students reaching the “low average level” of word reading skills by second grade. While word reading is not the same as reading comprehension, it is a necessary precursor to comprehension, and measures of word reading fluency (and gains in that fluency) are predictive of broader student reading performance (Smith, J. L. M., Cummings, K. D., Nese, J. F., Alonzo, J., Fien, H., & Baker, S. K. [2014]. The relation of word reading fluency initial level and gains with reading outcomes. School Psychology Review, 43[1], 30-40.). For more on studies finding that 90% or more of students can read with proper instruction, see: Torgesen, J. K. (2004). Preventing early reading failure. American Educator, 28(3), 6-9; Torgesen, J. K. (1998). Catch them before they fall: Identification and assessment to prevent reading failure in young children. American Educator, 22(1-2), 32-39. www.aft.org/sites/default/files/periodicals/torgesen.pdf; Lyon, G. R. (1998). Overview of reading and literacy initiatives (Report to Committee on Labor and Human Resources, U.S. Senate). Bethesda, MD: National Institute of Child Health and Human Development, National Institute of Health. https://files.eric.ed.gov/fulltext/ED444128.pdf; Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2-40. http://dr-hatfield.com/educ538/docs/Vellutino,+etal+2004.pdf; Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414-431. A recent blog post summarized the findings of studies that looked at the outcomes of reading instruction, predominantly Tier I and Tier 2 instruction (one study looked at Tier 3, or more intensive, interventions). The conclusion of this review of research affirms that with proper instruction in reading, 95% (if not more) of students can learn to read. (2023). Can 95% of children learn to read? Pedagogy Non Grata. https://www. pedagogynongrata.com/the-95-rule