Resource Shortage for Reading Instruction in U.S. Upper Grades
According to a recent report by the Rand Corporation, nearly half (44%) of teachers in grades 3-8 report that their students always or nearly always struggle with reading their instructional materials. Despite this, 40% of these teachers hold misconceptions about how students develop reading skills, and 46% rely primarily on personal classroom experiences rather than professional development for reading instruction.
The survey, which included 1,483 teachers, revealed that while many teachers modify their instruction multiple times a week to support struggling readers, they still lack adequate resources. Middle school teachers, in particular, report having fewer tools and less access to training and staff support compared to elementary school teachers, even though 42% of middle school students struggle with reading.
The report highlights the need for evidence-based support for teachers, especially those in late elementary and middle school grades, to improve students’ reading skills. Despite the significant need, most state laws focus on early reading instruction, with few resources aimed at supporting older readers. Researchers emphasize that ongoing reading support is crucial beyond the early elementary years, and resources must also be directed toward older students to effectively reform reading instruction in the U.S.
Click here for the source.
