Reading loss in the early grades, from preschool through fifth grade, is a serious issue that is threatening the future of our children at an increasingly alarming rate.

Parents may not fully grasp what we educators have known “forever” – that a child’s future success is hugely impacted by their ability to read proficiently by the end of third grade. 

The devastating effects of reading failure in today’s fast-paced, unforgiving climate are real. Both educators and parents play a pivotal role in addressing and preventing reading failure. That’s why we offer this guide. Understanding the challenges you face, the goals you work hard to achieve, and helping support you in improving student achievement, closing opportunity gaps, and fostering an enriching educational environment for young learners is our chief aim. 

What This Guide Covers

This guide navigates the complex and multidimensional subject of reading loss (aka learning loss) in the early PreK-5 years. In this guide we’ll cover:

• Causes of early learning loss
• Understanding exactly what PreK-5 reading loss is how it’s defined, measured, and predicts adult illiteracy 
• How learning loss affects the academic and personal development of our students, our communities, our nation
• How educators can address early learning loss including actionable techniques proven to mitigate PreK-5 reading loss.
• The role of parents and caregivers, and ways to increase their engagement and participation
• Resources to address reading loss, including the potential of technology
• How schools, libraries, families, and community organizations can work together to address learning loss

Our goal is to deliver information that not only improves your understanding of PreK-5 reading loss, but equips you with practical strategies to combat it. We will show:

• How and why literacy instruction reflects the most current research, like the Science of Reading, and the benefits of a Multi-Tiered System of Supports. 
• We’ll provide specific advice for parents to boost literary discussions with their kids, tips for optimizing home and school environments, and resources to address the infamous “summer slide.” 
• Furthermore, you’ll find collaborative learning opportunities, technology resources, and evidence-based materials that supplement traditional instruction.

Though the issue is dire and the goal is lofty, let's navigate this journey together to ensure every child in your district—and our nation—has the tools they need to build strong reading skills early on. We hope this guide proves to be a valuable resource in your mission to improve the academic outcomes for young readers that serve as their foundation for success in all facets of life. 

Understanding PreK-5 Reading Loss

The foundation for a child's future academic success and overall quality of life begins with the development of strong reading skills in the early years of education, from Pre-kindergarten through 5th grade. The ability to read effectively and comprehend written content is a vital skill set that impacts all areas of a child's learning—and life. However, a significant number of children across our nation are experiencing what's known as 'reading loss,' leading to a potential crisis in our education system and society as a whole.

The National Assessment of Educational Progress (NAEP), a key source of data used by stakeholders in education, PreK-5 reading loss refers to the inability of a child to read at grade level by the end of 5th grade. According to NAEP, as of 2019, a staggering 65% of fourth-graders in the United States read below the proficient level. This statistic is alarming considering that the inability to read proficiently by the end of third grade makes a child four times more likely to drop out of high school, as indicated by a study from the Annie E. Casey Foundation. For many, the sense of urgency surrounds teaching students to read proficiently by third grade, hastening the job to match research that shows the low likelihood that third-grade non-readers will ever become proficient.

But the impact of reading loss goes beyond just the academic realm. Children who struggle with reading in their formative years are less likely to complete their education, leading to a higher probability of poverty in their adult life. The U.S. Census Bureau found that adults without a high school diploma are more than twice as likely to live in poverty compared to those who have completed high school. 

Moreover, a report titled "The Literacy Project"  indicated that almost all juveniles—85%—who interface with the juvenile court system are functionally illiterate. This shows that a lack of early literacy development can potentially lead children down a troubled path. Read Kids Read Now’s interview with Jimmy Santiago Baca to understand the tragic effects of illiteracy on crime and incarceration, and to hear firsthand how learning to read can literally free a person.

A compelling link between illiteracy and health outcomes has also been drawn. A study from the National Academy of Medicine showed that illiterate individuals have a 50% higher chance of reporting poor health than literate individuals, leading to potentially shorter lives. Research also shows we can’t put off reading until adulthood if we expect to live full, healthy lives physically, mentally, and emotionally.

Given these stark realities, addressing PreK-5 reading loss is not just important; it is necessary for survival. We’re not just talking about good grades, but children’s lifelong opportunities, wellbeing, and societal contributions. By acknowledging reading loss through data, we're not merely seeking to improve quantitative results like test scores; we're shaping future generations for the better by helping families live lives above the poverty line, reducing instances of crime, curbing incarceration, and improving overall public health. You can easily see why addressing illiteracy is so pressing. This national epidemic warrants the immediate attention and dedicated effort of our entire community.

Effects of PreK-5 Reading Loss

Now that we have a common understanding of reading loss, we will dig deeper into its startling effects on PreK-5 students, teens, and even adults. (Prepare to cringe.) 

But even so, you may not have the latest statistics that paint the very real picture our students may end up living should we fail to help them achieve a basic proficiency at reading. And you may be here looking for new ways to address reading loss/reading gaps. That’s what you’ll find here. 

Devastating Effects of Learning Loss for our children, our schools, our communities, our nation:

The numbers tell us:

Convicted Criminals instead of Happy Productive Citizens

Illiteracy and crime are connected. The Department of Justice states, “The link between academic failure and delinquency, violence, and crime is welded to reading failure. Over 70% of inmates in America’s prisons cannot read above a fourth grade level.”

• A child who is not reading well by the end of fourth grade is three times (3x) more likely to end up convicted of a crime. Said another way, 2/3 of students who cannot read proficiently by the end of the fourth grade will end up in jail or on welfare, according to the National Assessment of Adult Literacy.
• 75% of prison inmates have poor reading skills or dropped out of high school
• 85% of youth offenders struggle to read
• Children who are not meeting basic reading levels at the end of third grade are four times more likely to drop out of school than their classmates, and if they are from a low-income household, they are thirteen times (13x) more likely to drop out.
• The student who drops out of school is:
  • Five times (5x) more likely to end up in the criminal justice system
  • Far more likely to need government assistance such as low-income housing, collecting food stamps.
  • 46% to 51% of Americans earn below the poverty level, due to an inability to read.

  Remember, too, the ever-expanding opportunity gap in American education, meaning marginalized populations of students are at significantly higher risk for academic failure. And we’re not just talking about a small or specialized group; the National Center for Educational Statistics (NCES) found statistically significant gaps in academic achievement among myriad indicators, including race and ethnicity, English language proficiency, socioeconomic status, and even more.

  [tool for finding gaps among different marginalized groups: Nation’s Report Card]

  Limited opportunities for higher education and future career options

  Children who experience reading loss are at a distinct disadvantage when it comes to pursuing higher education and career options. The National Bureau of Economic Research finds a strong correlation between early literacy skills and later academic success, as well as long-term career outcomes. If children aren't reading proficiently by the end of third grade, they are less likely to perform well in high school, reducing their chances of going to college and limiting their future employment opportunities.

  For children from low-socioeconomic backgrounds, the outcomes are even more horrifying. The Global Book Desert Map found that 79% of low-income fourth graders are not proficient in reading.[Global Book Desert Map - visually show how entire country is in a “book desert” - linked in blog #22 Book Deserts: Blame or Rain]

  Decreased academic achievement in later grades 

  Reading is not just a subject; it's the essential tool that enables learning across all subjects. As children progress through school, they move from 'learning to read' to 'reading to learn'. This transition happens around the third grade. So if a child struggles with reading, their ability to learn other subjects, like math and science, is also affected. Forget falling in love with environmentalism if a child can’t even read about Dr. Seuss’s Lorax. Without going back in time with Annie and Jack in their Magic Treehouse, will they spark an interest in the power of history? This cross-curricular ripple effect causes a decrease in overall academic achievement at all levels.

  Difficulty with communication skills, both verbal and written 

  Although we might not associate reading text in a book with hearing and speaking, the processes are implicitly tied. In fact, we are born pre-programmed for the cognitive process of language, and it’s with our language processor that we begin to learn to read. Called phonemic awareness, [need blog(s) that cover phonological/phonemic awareness  and the link between language and literacy - #63 vocab and #81 emergent reader are about the closest currently.] the ability to manipulate sounds is an invariable prerequisite to literacy. 

  [LETRS or another source - visual showing how reading happens in the brain, beginning with language/sounds in the phonological processor; not too technical, but enough to respect teachers’ knowledge base]

  It stands to reason that reading loss can also negatively affect communication skills. Reading broadens vocabulary, enhances understanding of complex sentence structures, and allows people to communicate messages with all the nuances of a language. If these reading skills are underdeveloped, it can lead to struggles with both verbal and written communication, impacting a child's ability to express themselves effectively and understand others.

  Struggles with critical thinking and problem-solving skills

  Similar to language, literacy helps develop critical thinking and problem-solving skills. After third grade, the point at which students typically transition to reading to learn, they learn complex skills with increasingly deep applications. Imagine being presented with To Kill a Mockingbird in ninth grade and spending the evening sounding out the words in your reading assignment. Without learning to read at a developmentally-appropriate level, people are robbed of the beautiful figurative language of Harper Lee, relating to Scout’s coming-of-age, and learning the lasting lessons of Atticus Finch.

  When children read, they learn to understand context, make inferences, and connect ideas. They learn to think critically about what they're reading and apply it to different situations. If a child struggles with reading, these critical cognitive skills may also be underdeveloped, affecting their ability to analyze situations and make informed decisions.

  Transition

  In the following sections, we will discuss specific factors contributing to PreK-5 reading loss and, most importantly, what we can do to address and prevent it. Our goal is to provide you, as educators and administrators, with the knowledge and resources necessary to reverse this trend and ensure every child in your district can reach their full potential. Together, we can help shape a future where every child has the chance to succeed.

  Role of Parents and Caregivers in Promoting Early Literacy and Reducing Reading Loss

  The first teachers in a child's life are almost always their parents and caregivers. These early relationships provide a baby’s initial exposure to the innate human function of language. They say babies act like sponges, and in no way is that more true than with language. Immediately, the part of the brain that’s wired for language begins absorbing sounds, intonation, and recognizing voices. For decades, research has shown that parent-child reading activities contribute significantly to a child's language development and readiness for school. In short, children who are read to at home have a literary leg up when they start school.

  The National Education Association highlights the positive influence that parents' involvement in their child's literacy development can have, suggesting that children who read at home with their parents have a significant educational advantage over children who do not. Parents and caregivers can foster early literacy skills by reading to children daily, providing access to books, speaking positively about reading, and engaging in conversations that enhance vocabulary and comprehension. An act as simple as seeing a parent read a book can inspire a child to pick up their own.

  Parents and caregivers can’t do it on their own; they need certain knowledge and materials to effectively support their children's early literacy development. That’s where educators can make a difference. Schools can build strong parent partnerships by sending books home, scheduling book check-outs from the school library, providing—and teaching—learning games and activities, considering parents’ linguistic and cultural needs, 

  Importance of Early Literacy Development in Reducing Reading Loss

  The journey to proficient reading begins sooner than we might think. If a child’s educational journey is a Jenga tower, early literacy is the very table on which it’s built. If the blocks are stacked on a table that’s wobbly or missing a leg, well, we know what happens. The National Institute for Literacy reports that the development of early literacy skills, such as vocabulary, letter knowledge, and phonological awareness, is directly linked to later reading proficiency. Remediating these skills later can require significantly more time, assessment, and specialized instruction to correct misconceptions and reverse habits.

  Understanding the progression of early literacy development allows educators to identify struggling readers quickly and begin implementation of targeted interventions. In this way, they proactively attack reading loss by explicitly teaching and repeatedly practicing skills 

  [continuum of phonics and/or phonological skills with markers for when they typically develop; could be a blog about the “progression of early literacy development” that’s more specific and maybe provides examples of activities along the continuum]

  [Not this one exactly, but for example…]

  In the following sections, we will delve into various resources and techniques, such as technology-based tools and collaborative efforts, that can assist in improving PreK-5 literacy skills and reduce reading loss. 

  In addition, we will touch upon the impact of COVID-19 on PreK-5 reading loss. The pandemic has indeed disrupted students' learning progress unexpectedly, but it’s important to remember that our country’s illiteracy problem existed long before. In this guide, we will address reading loss comprehensively, beyond just the effects of the recent pandemic. Once we fully understand the problem, we’ll better grasp what aspects we can control and plan for action.

  Technology-based Resources for Improving PreK-5 Literacy Skills

  What does the mention of technology evoke in you? Perhaps you roll your eyes or butterflies start fluttering in your stomach because you’re unsure how something works. Or maybe your ears perk up in anticipation and smile because you know that, when used correctly, technology can supplement traditional reading instruction and provide an engaging, interactive learning environment that can motivate even the hardest-to-reach learners.

  Digital resources can support the development of essential literacy skills. For example, e-books, online story platforms, and educational apps provide interactive reading experiences that can help young children develop vocabulary, comprehension, and phonics skills—and they can do it all independently! Additionally, Kids Read Now’s desktop and mobile apps facilitate their summer program that mails books to students at home—and is recommended by a whopping 79% of parents whose children participated previously.

  [graphic appears in blog # Parents Love Our Program; put same info in a different graphic that better represents visually this ~80%--it’s impressive and should look like it!]

  Moreover, online assessment tools can help educators track student progress, identify areas of difficulty, and tailor instruction to individual needs. Programs like Kids Read Now provide personalized learning paths to address each student's needs by pairing physical books with digital guides. [link to blog instead? Would require blog about complementary learning with tech + books that features Discover More]

  It's crucial to remember that technology should be used as a tool to supplement, not replace, high-quality literacy instruction. (Non-techies rejoice!) But in our increasingly technological society, it’s equally crucial to leverage  

  Impact of COVID-19 on PreK-5 Reading Loss

  The COVID-19 pandemic has had a notable impact on all aspects of life, including education. School closures and shifts to remote learning have disrupted traditional education models, and many students have faced difficulties in adapting to these changes.

  According to a report from McKinsey & Company, students in the United States could lose, on average, up to nine months of learning by the end of the academic year due to the pandemic. For students of color, the learning loss could be even higher, averaging up to 12 months.

  Though COVID-19 has undoubtedly set PreK-5 students behind, it's important to remember that the issue of reading loss predates the pandemic. Simply reading for pleasure, which could arguably happen more during quarantine, highly impacts achievement in literacy, vocabulary, and even math, as found by a pre-pandemic longitudinal study published in 2014.

  [this graph doesn’t have to do with the pandemic; it just shows the results of the 2014 study that stated more reading for pleasure in the younger years can lead to higher achievement in reading, vocab, and math. Maybe a different graphic here that shows pre/post pandemic scores, or an image that gets at the emotions of the pandemic?]

   Sadly, without our vigilant efforts and constant attention, reading loss will continue after the pandemic, with mounting challenges.

  Collaborative Efforts Between Schools, Libraries, and Community Organizations to Address PreK-5 Reading Loss

  While we have a massive problem to solve, we’re also equipped with a massive number of resources that already exist. And when schools, libraries, and community organizations work together to create a culture of reading and provide resources and opportunities for students to develop their literacy skills.

  When districts partner with local libraries, it opens the door to a wide range of quality children’s literature, technology, and resources for all ages. Libraries are already popular—78% of American adults say they’ve been to a library at some point, and 76% believe libraries serve their community well, according to a study by Pew Research Center Study.

  Libraries tend to organize reading programs and events that motivate children to read and expose them to new genres and authors, often by appealing to personal interests and empowering students with choice. 

  Community organizations can also play a significant role. For example, literacy nonprofits can provide tutoring and mentorship, donate books, and run reading programs, like Kids Read Now’s Summer Reading Program. Businesses can sponsor literacy events or donate resources. Local colleges and universities often provide volunteers or organize literacy projects.

  Such collaborative efforts create a literary culture in a supportive environment where community members have access to the resources and opportunities they need to become strong readers and lifelong learners.

  Tracking and Analyzing Data to Inform Instructional Decisions and Interventions

  Effective use of data is crucial in addressing reading loss. Regular assessments can help educators monitor student progress, identify students at risk of reading loss, and implement timely and targeted interventions.

  [graphic showing some student data, or image of students in an intervention group working on the same specific skill–”intervention group” might not be clear to all readers–what does that look like?]

  Several data collection and analysis tools can support educators in this process. For instance, Data-Driven Instruction (DDI) provides educators with a comprehensive understanding of student progress.

  Transition

  Moving on from understanding the crucial issue of PreK-5 reading loss, we now delve into its roots. As the saying goes, "Knowing the problem is half the solution." By exploring the causes behind PreK-5 reading loss, we can better equip ourselves to take on the challenge and ensure our children's futures are filled with opportunities and unfettered by avoidable academic struggles.

  Causes of PreK-5 Reading Loss

  Now, the age-old question: What causes students to struggle to learn to read? When it comes to reading loss in the PreK-5 years, there are countless contributing factors that begin well before a child has formal schooling. While science has given us insight into how typically-developing students learn to read and write, each individual is different and brings a unique set of biological and environmental experiences into the classroom. 

  It can feel overwhelming to parse out causes and correlations. Fear not! We’ve compiled common contributing factors supported by research to help bolster understanding of reading loss.

  Professor John Hattie’s Visible Learning meta-analyses measure the positive, negative, and neutral impact of hundreds of factors on children’s education. All educators, at home and school, can use this information to gain insight about factors influencing their students, and to choose strategies with the highest effect sizes that make the most difference.

  Insufficient Instructional Time Devoted to Reading

  One of the primary causes of reading loss is the insufficient instructional time devoted to reading. According to a report from The Education Trust, a mere 10 to 15 minutes a day in kindergarten classes are spent on reading instruction. Children, particularly those struggling, require much more exposure and repetition to acquire and solidify reading skills. 

  Limited Vocabulary Development 

  Vocabulary knowledge is integral to reading comprehension. Children from low language environments often have a limited vocabulary, which hampers their reading skills. In fact, Hart and Risley's research found that by age 3, children from lower-income families heard roughly 30 million fewer words than their more affluent peers. This "word gap" affects their reading achievement, with effects lasting well into later grades.

  [word gap image]

  Difficulty with Foundational Skills

  The inability to master foundational skills such as phonemic awareness, phonics, fluency, and comprehension can also contribute to reading loss. These foundational skills are the building blocks of reading. If children struggle with these skills, they are likely to encounter difficulties as reading demands increase in later grades.

  Learning Disabilities or Cognitive Challenges

  Children with learning disabilities or cognitive challenges are also more susceptible to reading loss. Speech and language impairments often impact the process of learning to read, as the basis for reading is matching sounds to symbols accurately. For example, dyslexia, a learning disability affecting reading, impacts up to 20% of the population, according to the International Dyslexia Association. Children with these challenges require additional support to keep pace with their peers.

  Lack of Engagement and Motivation

  If children do not see the relevance of the material, or if it does not align with their personal interests, their motivation to read can quickly dwindle. As John Hattie's Visible Learning meta-analyses found, student engagement carries an above-average effect size of .56 and has a significant positive impact on achievement.

  Unpacking the causes of PreK-5 reading loss allows us to address the issue more effectively. As we transition into the next section, remember, knowing these causes is not merely academic. They provide a roadmap for us, guiding our strategies and interventions to ensure every child can learn to read effectively.

  Transition

  Having delved into the causes of PreK-5 reading loss, it's clear that this is a multifaceted issue requiring a comprehensive approach. Yet, while the challenge is significant, it's not insurmountable. Solutions exist, and it's within our reach to make a tangible difference in the lives of our children. In this next section, we'll uncover effective techniques, strategies, and resources that can make this difference, and bring about a turning point in the struggle against PreK-5 reading loss.

  Addressing PreK-5 Reading Loss - Techniques & Resources

  Addressing PreK-5 reading loss requires us to weave together knowledge, best practices, collaboration, and technology. With these threads, we can create a resilient tapestry of literacy education.

  Literacy Instruction Reflective of Current Research

  One crucial strategy for preventing reading loss is to ensure our literacy instruction reflects the most current research, including findings from The Science of Reading. The Science of Reading is a vast body of research from multiple fields including cognitive psychology, neuroscience, and linguistics. Its insights can help teachers fine-tune their instructional methods to better support early readers. 

  Incorporating Techniques into Multi-Tiered System of Supports

  Furthermore, techniques for preventing reading loss need to be incorporated into a school's Multi-Tiered System of Supports (MTSS). This approach is designed to provide early identification and support to students who are struggling with learning and behavior. According to a report by The Learning Policy Institute, MTSS can contribute to increased reading achievement when implemented properly.

  Parents' Involvement in At-Home Literacy Activities

  Parents play an instrumental role in addressing PreK-5 reading loss. Simple actions like reading aloud daily, fostering a print-rich environment, and having literacy-related discussions can make a significant difference. As research indicates, parental involvement is linked with better reading achievement. 

  Optimizing Home and School Environments

  Both the home and school environments play a pivotal role in preventing reading loss. Classrooms need to promote a positive learning atmosphere that encourages curiosity and a love for reading.  Dr. Kamshia Childs, guest author for Kids Read Now’s Latest in Literacy blog, suggests a handy acronym for creating literacy R.I.C.H. environments.

  Homes should also support this by providing access to a variety of reading materials and a quiet, comfortable place for reading.

  Stopping the "Summer Slide"

  The "summer slide"—the reading loss that occurs over the summer break—is a challenge that we must tackle. An effective,  evidence-based resource to combat this is the Kids Read Now PreK-5 in-home reading program.  [could find better blog here to describe the program]

  “The effects of the summer slide can potentially be devastating for at-risk and struggling readers,” said Barb Lurie, who co-founded Kids Read Now with her husband and CEO, Leib Lurie. Barb, a former educator, sits on the Kids Read Now Board. “Most low-income kids are a year behind in reading by the time they enter fourth grade. Studies have shown that the summer slide was the culprit for two-thirds of the reading gap between income levels.”

  This program sends books to students' homes throughout the summer, encouraging continued reading practice and parental involvement, thereby mitigating the summer slide. Supported by case studies, Kids Read Now’s summer program has been successful in mitigating the summer slide for over ten years.

  Technology Resources

  Utilizing technology resources at home and school can increase motivation and engagement. Online reading programs, literacy apps, and educational games can make reading more interactive and fun, encouraging children to spend more time reading.

  [some screen shots of what KRN offers in terms of technology - book selection on mobile and desktop? It’s hard to talk about tech as a solution without mentioning other specific technologies/programs, so this could keep focus on KRN]

  Evidence-Based Core and Supplemental Materials

  In addition to incorporating these strategies, it's also important to have access to evidence-based core and supplemental materials that reflect current "best practice" in literacy instruction. These materials fuel a school’s MTSS system, enabling effective instruction at each tier of support. 

  As the adage goes—and as administrators frequently remind their teachers—we can’t intervene ourselves out of a core problem. With over half our students reading below grade-level, there simply aren’t enough minutes in the day to intervene on every skill with every students. Instead, considering the dire numbers, quality instruction with evidence-based materials must start and continue in Tier 1 with core instruction. 

  Collaborative Learning Opportunities

  Finally, collaboration among PreK-5 teachers, librarians, instructional coaches, curriculum advisers, administrators, and community organizations can create a strong support network to address reading loss. 

  The fight against PreK-5 reading loss is not a solitary one. It is a collective responsibility, and together, we can make a difference. The next section, dedicated to preventing PreK-5 reading loss, will further strengthen our shared understanding and commitment to this critical cause.

  Transition

  We’ve peeled back—perhaps painstakingly—the root causes and cures for the national issue of PreK-5 reading loss. But what if the problem didn’t exist in the first place? Let's pivot to examine prevention. Prevention, after all, is not reacting to children’s failure, but intentionally establishing systems at home and school that work for all students and families. In this final section, we'll delve into how exactly we can contribute to these preventative systems, enabling a generation of confident, competent readers.

  Preventing PreK-5 Reading Loss

  “An ounce of prevention is worth a pound of cure.“

  Preventing PreK-5 reading loss takes consistency, awareness, and a deep-rooted community commitment to early literacy. Here, we explore diverse, evidence-based, and holistic approaches to thwart reading loss altogether.

  Implementing Daily Routines Around Literacy

  Setting daily routines around literacy at school and at home can lay the foundation for reading success. Routines, whether it's a dedicated reading time or interactive read-aloud sessions, create an environment where reading is valued and becomes a habit.

  Providing Access to High-Quality Books

  Access to high-quality books is essential. Children need a wide variety of texts that not only match their reading levels but also cater to their interests and cultural backgrounds. A diverse book collection can engage young readers, encouraging them to explore and enjoy the world of reading.

  [graph shows obvious direct relationship between books in the home and kindergarten readiness: http://www.urbanchildinstitute.org/articles/updates/more-books-at-home-linked-to-higher-reading-scores - linked in blog #11: NAEP The Nation’s Report Card: Did Every Student Get an F?]

  Implementing Multi-Tiered Systems of Support

  The implementation of Multi-Tiered Systems of Support (MTSS) is integral to preventing reading loss. It's a proactive approach that focuses on high-quality instruction and interventions matched to student needs. Progress monitoring keeps track of students' learning over time and illuminates when changes need to be made. 

  Multi-Tiered Systems bolster an enemy of reading loss that we discussed previously: early literacy development—and another coming up: regular assessments. When done correctly, developmentally-appropriate reading assessments beginning right away in kindergarten help teachers identify specific skills to target individually, in small groups, and as a class. 

  In a well-oiled MTSS machine, students aren’t “labeled”; they simply get what they need when and how they need it. Built-in assessments, protocols, and progress monitoring identify struggling readers early on and provide them with appropriate supports until they’re proficient.

  Keeping Up with Current Research

  Education is a dynamic field, and what we know about teaching reading is continuously evolving. Forget that pendulum you’ve been hearing about for decades. Regardless of politics and rhetoric, science is now able to provide the most valid and reliable evidence in history about the way in which the human brain typically acquires literacy. 

  Invaluable insights about the inner workings of our students’ minds continue to influence pedagogy at an unprecedented pace. Ongoing studies provide increasingly accurate and detailed information about not only typically-developing students, but those with learning disabilities and reading difficulties, like dyslexia. 

  Staying updated on current findings ensures we're providing the best possible instruction that leverages the knowledge of how our students’ brains work.

  Encouraging Parental Involvement

  We’ve established PreK-5 reading loss as a grim and far-reaching issue in American schools. But would you believe 92% of parents think their children are reading at grade level proficiency? Online parent surveys conducted by Edge Research for Learning Heroes and National PTA reveal a startling disconnect between the actual and perceived realities of reading failure between educational institutions and the families they serve. 

  In response to this finding, Learning Heroes, a nonprofit that makes sure parents stay informed about their child’s education, noted that without accurate information, parents can become barriers instead of partners. Knowing parental involvement is pivotal to reading success, we need to change mindsets from “my kid is fine” to “my kid might need help” to keep everyone engaged.

  As shared earlier, home-based literacy activities can play a significant role in shaping a child's reading abilities. One effective way parents can support is through programs like Kids Read Now. This program, designed to combat the summer slide, involves parents directly in their children's literacy journey, creating a bridge between home and school.

  [KRN image - how it works, what they have to offer, kids receiving books in the mail, kids reading at home with a parent]

  Conducting Regular Assessments

  Regular assessments are crucial for monitoring progress and identifying any early signs of reading difficulties. These assessments can help tailor instruction and interventions to meet individual student needs effectively.

  Providing Professional Development for Teachers

  Finally, providing professional development for teachers is essential. Teachers need to be equipped with effective instructional practices and strategies to teach reading successfully. Continuous professional growth will enable them to adapt and respond to the diverse needs of their students.

  As we've journeyed through understanding, identifying, addressing, and now preventing PreK-5 reading loss, we have gathered an arsenal of knowledge and strategies. Armed with this, we can turn the tide on PreK-5 reading loss, ensuring every child develops a strong foundation in reading that will support their academic journey and beyond. Together, let's commit to this important endeavor, because every child deserves the chance to unlock the world of possibilities that comes with reading proficiency.