When we talk about literacy, most of the focus tends to land on the early years, and rightly so. But a new report by NWEA is reminding us that the reading journey doesn’t end after phonics and picture books. In fact, it’s just getting started. 

According to the July 24 report, many eighth graders are falling short of grade-level reading standards. While the pandemic certainly played a role, disrupting key foundational learning during elementary school, experts say this issue has been brewing long before COVID ever entered our vocabulary.

“The highlight of the report is that learning to read is an ongoing journey that does not end in elementary school,” Miah Daughtery, EdD, NWEA’s VP of Academic Advocacy said in a recent interview with Parents.com. “Middle school students are still learning to read, with a focus on more complex text, decoding words with more than two syllables, building knowledge and vocabulary, and reading fluently.”

Translation, kids need continued support, at school and at home, well into their tween and teen years. And yes, we as parents play a big role here.

“I don’t think parents need to be worried,” Dr. Daughtery added to the conversation. “I do think parents need to be aware that their child needs ongoing reading instruction and practice in and out of school and that parents need informative data on their child’s reading ability.”

This isn’t just about academics, it’s about equity, too. Natalie Wexler, author of The Knowledge Gap, points out that kids from less educated or lower-income households are especially vulnerable. “It’s clear that many middle schoolers are struggling with reading and writing,” she told the outlet. “And that’s especially likely to be true if they come from less highly educated families… This is a problem that doesn’t stop at middle school.”

Add in overscheduled days, limited sleep, and non-stop screen time, and the result is a recipe for burnout, stated Kellie Kopach, EdD. “Students appear to be overscheduled with activities which could increase stress, anxiety, and burnout.”

So what can we do? The report suggests districts invest in reading assessments, train teachers in literacy across all subjects, and connect with local organizations for extra support. Naomi Hupert, MSEd, stated that schools should also embrace tech in ways that make reading more accessible, like audiobooks and interactive platforms that support comprehension.

And as for us parents? Dr. Daughtery offers this checklist:

• Read together and talk about the stories
• Match books to your child’s interests
• Take turns reading aloud for fluency
• Check in with your child’s teachers
• Ask questions like “How’s my child’s reading fluency?” or “What topics are you covering that we can explore at home?”

Reading is not just a school subject, it’s a lifelong skill. And this new report is a call to action for all of us to show up and stay involved.