Building Strong Readers From the Start
In a recent article, there are reports raising an important concern: many middle and high school students are still struggling with basic reading skills. A large survey of secondary teachers found that a surprising number of older students have trouble with skills like decoding, fluency, and understanding what they read- skills that are typically built in the early elementary years. Many teachers shared that these students likely missed key foundational steps when they were younger, and as schoolwork became harder, those gaps became more noticeable. Factors like limited early support, uneven instruction, and a drop in reading motivation were all identified as possible reasons for this growing challenge.
The article underscores that successful reading instruction for older students often requires going “back to basics”- reintroducing foundational literacy supports such as decoding, fluency building, and structured intervention rather than assuming older students just need content exposure. Some middle schools have begun adopting “structured literacy” or remediation models to help older students catch up.
Why This Matters and How Our Approach Fits
With so many older students nationwide struggling with essential reading skills, the article highlights just how important early, targeted instruction really is. One of the biggest takeaways is that the earlier a reading difficulty is noticed, the easier it is to support, and the more options a child has to access stronger, more intensive help if needed. Our school’s approach is designed around that idea: build strong foundations early, notice concerns quickly, and respond before the gaps become harder to bridge.
Individualized instruction: By grouping Grades 1-3 based on skill level (rather than strictly by age), each child receives reading instruction at the pace that matches their current reading ability. This helps build strong foundational skills before they progress, reducing the risk of flailing behind in later grades.
Consistent literacy exposure starting in Kindergarten: Our Kindergarten work time is literacy-focused, providing early exposure to letters, sounds, and reading-related activities in a developmentally appropriate setting. This helps children develop readiness and automaticity before formal grade-level reading begins, a strong buffer against the fluency deficits some older students in schools may now exhibit.
Structured reading curriculum with clear progression: We use a specific reading curriculum that emphasizes the “proper steps” of reading, including phonemic awareness, phonics, blending, fluency, comprehension; ensuring children master each stage. This structured, research-aligned approach resembles the “structured literacy” the article argues older struggling readers often need once gaps are identified.
Individual pacing and mastery before advancing: Because we let students move at their own pace, children aren’t pushed forward prematurely. This reduces the likelihood that they’ll reach secondary levels without mastering foundational reading skills, where deficits become much harder to refine.
Emphasis on reading fluency and comprehension early: By focusing on reading as a meaningful, engaging skill from a young age (rather than waiting until older grades), we help instill reading stamina, automaticity, and motivation. This goes against the trend noted in the article, where many older students lack motivation and volume of reading outside class.
As conversations continue to spotlight the importance of strong early reading skills, we feel confident in our approach here at PVMS. By giving children the time, structure, and individualized support they need in the earlier years, we help prevent the kinds of reading struggles students may face later on. Our multi-age classrooms, intentional literacy routines, and targeted reading curriculum all work together to build a strong foundation that students carry with them throughout their academic journey. Most importantly, we aim to grow not just skilled readers, but joyful, confident ones: children who feel capable, supported, and excited about the world of language that opens up to them through reading.