Issued by: The Freedom in Education Media Team 

Release Date: April 2026

     This month’s brief examines the literacy challenges faced by U.S. students and instructional methods to address them. Factors such as learning disabilities, English as a second language (ESL), and external distractions contribute to declining literacy rates. Implementing new policies, using evidence-based interventions, and increasing educator awareness can help improve literacy outcomes. 

IN THE NEWS

• In Oklahoma, Senate Bill 1778 allows third graders who score below grade level on the state reading test to be retained before advancing to the fourth grade. Students who are held back will receive interventions such as small-group tutoring, summer programs, and transitional classrooms. The bill also requires every school district to employ a reading specialist and a reading interventionist. 
• In Georgia, the Georgia Early Literacy Act of 2026 aims to improve statewide reading outcomes, as 62% of third graders are not reading at a proficient level. The bill provides updated instructional tools for teachers, expands access to literacy coaches, and readjusts reading benchmarks. 

LITERACY CHALLENGES 

     Many students across the country face learning challenges that can significantly delay reading at grade level. While some are properly diagnosed and receive timely interventions, many do not, leading to long-term difficulties and, in some cases, resentment towards learning. Additionally, students who speak English as a second language (ESL) are sometimes misdiagnosed with learning disabilities when they have not received adequate instruction. 

Dyslexia

Dyslexia is a disorder that affects reading, particularly word identification and decoding. Approximately 15 to 20% of the population will experience dyslexia-related difficulties. Over time, these challenges can limit vocabulary, reduce background knowledge and slow learning. Early, accurate identification allows students to access evidence-based interventions that build reading skills and confidence. 

ADHD

Attention-Deficit/Hyperactivity Disorder (ADHD) is a common diagnosis among school-age children that can make it difficult to concentrate, remain still, and retain new information. It also contributes to reading challenges, with studies estimating that up to half of students with ADHD struggle with literacy skills. Fortunately, there are strategies that can help students with ADHD improve their reading confidence. Pre-reading questions can spark interest and prepare students for the material, reading in short segments helps maintain attention, and acting out parts of the narrative allows students to release energy and stay involved.

ESL

10.6% of public school students in America speak English as a second language. Often, there is insufficient instructional time to build foundational English literacy. A common practice is pulling students out of class for targeted support, but this reduces time for natural peer interaction and language practice. In some cases, language acquisition challenges may be mistaken for learning disabilities when students have not received adequate foundational language instruction. However, limited vocabulary and low confidence often make it difficult for these students to express their struggles, which increases the risk of misdiagnosis. Certain strategies can help ESL students gain confidence in their learning.  Incorporating audio alongside written text provides both auditory and visual cues to reinforce learning. Additionally, guided writing sessions with targeted feedback offer a more personalized approach. With time, patience, and encouragement, these students can make significant progress. 

OUTSIDE DISTRACTIONS TO LITERACY 

The rise of technology in recent years has introduced new distractions in schools. The growth of generative AI has led some students to rely less on critical thinking, while the constant presence of phones has prompted many districts to implement bans. As a result, students are more disengaged in schooling than ever before. The transition back to in-person learning after COVID-19 has further contributed to this trend, creating ongoing challenges for educators. 

Rise of AI

• Students increasingly rely on AI to complete assignments, limiting their own learning
• Students shared that they had not hand-written an assignment in “three years”

Social Media 

• Pleasure reading has dropped 40% over the last two decades 
• Rise of social media, coupled with students declining attention spans, has led to widespread phone bans in schools across half of U.S states

Disengaged From Learning 

• Trevor Muir describes this generation as the “why” generation, as students often question the relevance of activities to real-world use
• Rising tuitions, student loan debt, and lack of post-grad opportunities have further discouraged students from fully participating in their education from a young age   

GRADES 3-8 LITERACY 

Literacy efforts in the U.S. often focus on grades K-3, yet older students continue to face challenges stemming from insufficient support in earlier years. In 2024, NAEP reported that only 30% of U.S. eighth graders were proficient in reading. Rebecca Kockler of Reading Reimagined emphasized that “many older readers continue to need explicit instruction in advanced decoding skills, because learning to read doesn’t end in 3rd grade.” Kockler further expressed priorities of upper elementary and middle school teachers regarding reading instruction as follows: 

• Helping students break long words into decoded syllables
• Supporting acquisition of academic vocabulary 
• Understanding of how morphemes work
• Incorporate fluent audio accompanying texts students are asked to read independently 
• Use developmentally appropriate reading screening at the start of the academic school year

STATES + LITERACY POLICY

Preparing teachers to effectively address declining literacy rates is essential. Louisiana has passed legislation to strengthen teacher preparation programs, ensuring educators are equipped with effective instructional strategies. This, in turn, builds confidence among policymakers and supports student progress. Similarly, Alabama has implemented mandates that provide clear measures of student performance, including beginning-of-year reading screeners, evidence-based interventions for struggling students, and end-of-year assessments to track growth.

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