Does Grade-Level Reading Hit the Mark?
Grade-level reading
This also reveals that perhaps there’s an issue with the purpose of standard literacy instruction, which seems to be to improve grade-level reading as assessed routinely throughout a student’s K-12 career. We believe that grade-level reading attainment, as defined by tests, should be an indicator, not the goal, because grade-level reading doesn’t necessarily lead to becoming a lifelong, avid reader or learner.
If, after high school graduation, individuals are no longer assigned any grade-level reading targets by a caring teacher, what will their motivation be to read? If they’re not taught or encouraged to select books that interest them and to read for personal edification and enjoyment, the end of high school too often is the end of their reading roads.
A new goal
Therefore, a more practical goal for literacy education is for all students to leave high school as daily readers of books of their own choosing. Surely, nurturing each student’s intrinsic motivation to read and learn will better prepare them for life beyond school—for life in an increasingly complex and information-driven world.
Toward that end, we focus on factors outside of the classroom that can set children on a course to become lifelong learners.
The 2019 National Assessment of Education Progress (NAEP) Report Card shows that only 37% of U.S. high school seniors performed at or above the NAEP Proficient level for reading; 6% scored at the NAEP Advanced level. These students demonstrated mastery over subject matter and could apply learned skills. The rest of their peers performed at or below the NAEP Basic level, meaning they only demonstrated partial mastery of expected reading proficiencies. This tells us that the majority of high school graduates are sent out into the world with weak reading ability and without any clear paths forward in literacy development or personal education.
Specifically, we draw from scientific evidence that shows increasing access to books and book interactions at home is foundational for becoming a proficient reader and realizing school success. In fact, research conducted in 27 countries over a 20-year period shows that children from homes with a scholarly culture, “…where books are numerous, esteemed, read, and enjoyed,” fare much better in school and life than children from bookless homes. This holds true regardless of parents’ education, family income level, and ethnicity.