Students Without Reading Skills in the US to Repeat a Grade
More than a dozen states in the United States now require third graders who cannot read at grade level to repeat the grade rather than advance to fourth grade, where every subject assumes literacy.
Grade retention is intended to give these students additional time to develop the fundamental reading skills they need before progressing to higher grades, where the curriculum becomes increasingly demanding.
The approach is supported by Individualized Reading Plans. Each student who is retained receives a tailored programme that identifies the specific areas in which they need additional support. These plans are based on the Science of Reading approach, which has transformed reading instruction in the United States in recent years. Students receive phonics based and structured literacy instruction focusing on letter and sound relationships. The aim is to help students fully understand the mechanics of reading and address their reading difficulties at a fundamental level.
Alongside classroom support, High Impact Tutoring is an important part of the additional year. Students who are retained receive intensive reading instruction at least three days a week during school hours, either individually or in small groups of no more than three students, with specialist educators.
The process is closely monitored by Literacy Coaches who are specially trained to support students struggling with reading. These coaches monitor students’ progress and also guide classroom teachers in selecting and using appropriate teaching materials, helping to improve the quality of instruction.
To ensure that the intensive support provided at school has a lasting impact, parental involvement is also required. In states such as Arkansas, families of students who repeat the grade can receive tutoring grants of up to $1,500 to provide additional educational support. In addition, compulsory Summer Reading Camps are organised before the beginning of the school year to help prevent students from losing the knowledge and skills they have acquired during the academic year.