North Carolina's students are in a reading recession, with test scores continuing to decline. This problem has been complicated by poor attendance, the impact of the COVID-19 pandemic, and years of decline that predated the pandemic. However, the state has attempted to overhaul reading instruction to align with research on how people learn to read, with mixed results. While math scores have improved, reading scores have not kept pace, leaving students nearly half a grade level behind pre-pandemic levels. The pandemic was the mudslide that followed seven years of steady erosion in achievement, according to Thomas Kane, a Harvard professor who helped create the Education Scorecard. Some states and school districts are making progress by shifting toward phonics-based instruction and providing extra support for struggling readers. However, the states that improved reading scores all had one thing in common: they ordered schools to teach with a phonics-based approach known as the 'science of reading'. This approach emphasizes sounding out words, which has been shown to be effective in teaching reading. North Carolina has made some changes to its reading instruction, including training teachers on the principles behind the 'science of reading' and hiring literacy coaches. However, the state has not seen the same level of success as other states, such as Louisiana and Alabama, which have seen improvements in both math and reading scores. The next steps for North Carolina include focusing on second and third graders, using data to guide effective teaching practices, and intensifying coaching at schools. While the state measures K-3 reading through an assessment called Dynamic Indicators of Basic Early Literacy Skills (DIBELS), the national researchers' data doesn't capture kindergarten through second-grade students, who don't take state or federal standardized tests. The future of reading instruction in North Carolina remains uncertain, but the state is committed to improving reading outcomes for its students.
