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How can you best support your age 3 to grade 3 students to set them up for ongoing success?
Early readers—those between age 3 and grade 3—embark on a fun and also challenging adventure toward becoming skilled and seasoned readers. They are continually moving toward new milestones in verbal communication, vocabulary acquisition, listening comprehension, and, as they progress toward third grade, learning each component of our sound-based system of reading.
A study by the Annie E. Casey Foundation found that 88 percent of students who failed to earn a high school diploma were struggling readers in third grade. Students who were not reading proficiently by the end of third grade were four times more likely to drop out of high school than proficient readers.
Often, we consider third grade a transition year from “learning to read” to “reading to learn,” but in reality, this is a more gradual process that happens over time and varies for each student. Learning to read is what children are doing as they master the mechanics of reading. Reading to learn is what learners are doing after they’ve mastered the mechanics, when the learner’s vocabulary and background knowledge play far greater roles in comprehension than decoding. Being an independent, proficient reader by the end of third grade is essential for understanding content and developing skills across the curriculum.
Between age 3 and grade 3, children develop within core reading domains of language, orthographics, and phonological skills. But there’s a big difference between what we expect of a 3-year-old and what we expect of an 8- or 9-year-old. The skills become more complex and build upon each other as students move toward independent reading. Early childhood educators and parents introduce these skills, help develop them, and provide meaningful opportunities for practice that help move students toward mastery.
To catch students before they fail, many states, districts, and schools adopt “early identification and intervention” policies and strategies. Preschool learning standards and kindergarten readiness indicators help educators design and evaluate their preschool offerings. In some states, third-grade reading “gates”—reading achievement standards expected of all students—are intended to ensure students have met proficiency expectations or have received supplemental interventions to better prepare them for the challenges that lie ahead.
Parents and educators have seen heightened awareness around early identification of students exhibiting characteristics of dyslexia. Often, dyslexia is not diagnosed until a child has become so frustrated with learning to read that they think it’s out of reach and the most effective time for intervention has passed, referred to as the “dyslexia paradox.” In response, many states have expanded efforts to regularly screen all students for reading difficulties and provide prevention and intervention services to these children.
These systematic screening efforts for early identification provide only the first step. To address any learning issues uncovered, we need to ensure instruction is robust, targeted, and covers the right skills. A substantial and growing body of evidence, often called the Science of Reading, tells us that explicit and systematic phonics instruction is important to ensure that all children acquire the foundational literacy skills they will need as they continue learning. This requires great “all-class” instruction and programs, as well as efficient but effective ways to pinpoint struggling students’ specific needs, leading to supplemental intervention and/or individualized instruction when needed.
Right-sized assessment that is developmentally and functionally appropriate is key to making this all work. Assessment for early learners should be efficient, focusing closely on those important skills students need. Results should be descriptive of students’ current skills and achievement to provide teachers and schools with the information they need to accelerate learning for their students. Finally, assessment must be engaging for children and teachers. Assessments that children find too long and boring, that teachers have difficulty administering or interpreting, or that create tension in the classroom are assessments that are not worth doing.
Whether a student’s journey to reading independently is completely smooth or involves a few challenges, educators aren’t alone when helping students reach their destination. With research-backed, high-quality assessment and instructional tools, along with professional learning to effectively apply them, teachers can ensure every student becomes a successful reader.
Journalist Emily Hanford, literacy advocate Kareem Weaver, and Renaissance’s Dr. Michelle Hosp explain what the research really says about how students learn to read.
Watch the WebinarRenaissance designs assessments, practice, and instruction tools young learners love and their teachers find invaluable for accelerating learning.
We know the importance of assessments for early intervention, so we keep our assessments short, targeted, and multipurpose to balance the need for quality instructional time with the need for data. And we link assessment results to learning metrics teachers can use daily to guide instruction and monitor progress.
Our tools work well with any curriculum and are aligned to early learning standards to support the Science of Reading. We’re continually refining our products to better help teachers move from assessment to targeted instruction in ways that help kids learn best.
Get powerful insights in minimal time to guide instructional decisions with formative data. Track kindergarten readiness and developmental progress with myIGDIs for Preschool measures. Continue screening and progress monitoring in K—3 with Star Early Literacy, Star CBM Reading, and Star Reading. These computer-based assessments are easy to administer and provide actionable insights to help you celebrate progress, catch students falling behind, and adjust instruction to reach long-term outcomes.
Star CBM remote administration
When students have a solid mastery of basic skills, they’re better prepared for later learning. Star Assessments evaluate development of critical reading skills and point educators toward the next skills in students’ reading journey. Establish foundational reading skills with Lalilo and provide additional practice with Freckle with learning activities aligned to state standards. Using these tools gives educators the data and resources to be confident students are developing the skills they need.
Word building in Lalilo
Ensuring young learners have access to a variety of texts lets them explore the world through literature. A full library of books is available at children’s fingertips with myON, and educators can track student reading activity using Accelerated Reader. Lalilo awards new stories to students as they complete lessons. The student-recorded read-aloud feature in myON allows young readers to record themselves reading their favorite books out loud. Using these tools helps to encourage new interests, expand vocabulary, improve fluency, and ignite a passion for reading that will last a lifetime.
myON student book library
myON books include dictionaries
myON search tool
Highlighted text during myON audio narration
Accelerated Reader discovery
Accelerated Reader vocabulary practice quiz results
When caring, responsive adults encourage and support children in their learning, it provides a sense of importance and significance that helps students grow. One-to-one administration of Star CBM and myIGDIs measures give teachers and students a chance to connect and celebrate progress. Students using myON and Accelerated Reader can enjoy a story on their own or with support to establish positive reading habits and develop appreciation for reading.
Read with myON at home
Connecting with myON texts in school
Celebrate reading growth
myIGDIs Early Literacy
Three literacy experts respond to myths and misconceptions about reading science.
View blog postMeasure Pre-K‒3 students’ early literacy and early numeracy skills with a computer-adaptive assessment designed for young learners. For universal screening, progress monitoring, goal setting, and more.
Put every child on the path to kindergarten readiness with research-based indicators for early literacy, numeracy, and social-emotional development.
Build the foundational literacy skills of all learners with engaging practice that meets students where they are.
Ensure all students can engage in frequent, high-quality reading practice with unlimited, 24/7 access to thousands of enhanced digital books. Perfect for in-person, remote, or blended learning environments.
Increase math mastery with actionable insight into each student’s skills and subskills—whether you’re teaching in-person, remotely, or hybrid. For universal screening, progress monitoring, goal setting, and more.
Being an independent, proficient reader by the end of third grade is essential for understanding content and developing skills across the curriculum.
A KIDS COUNT, Special Report from the Annie E. Casey Foundation