Why Early Reading Proficiency Matters

Oklahoma’s public education system currently ranks last nationally among states.[i] One of the most persistent contributors to this ranking is low reading proficiency. By third grade, students transition from learning to read to reading to learn. When students fall behind at this point, the consequences are long-lasting.

​

In Oklahoma, about 73 percent of third graders are not reading at grade level, based on state testing data from spring 2025 [ii] Research shows that one in six students who are not reading proficiently by third grade are unlikely to graduate from high school on time, or at all.[iii] Improving early literacy is, therefore, not only an education issue, but also a workforce, economic, and community issue for the state.

 

What Is the Science of Reading?

The Science of Reading is not a single program or curriculum. It is a broad body of interdisciplinary research, spanning decades, that examines how children learn to read and how reading instruction can be most effective, particularly in pre-kindergarten through third grade.[iv]

 

This research consistently identifies five essential components of effective reading instruction:

1. Phonological awareness

2. Phonics

3. Fluency

4. Vocabulary

5. Comprehension

​

The Science of Reading emphasizes systematic and explicit instruction in these foundational skills. Rather than assuming children will naturally acquire reading skills, this approach ensures instruction is intentionally sequenced, cumulative, and responsive to student needs. Research has shown that this structured approach is especially effective for students who struggle early, while also benefiting all learners.[v][vi]

​

Oklahoma’s Current Approach and Remaining Gaps

Oklahoma has taken an important step forward through the Strong Readers Act, which incorporates several principles aligned with the Science of Reading. However, current implementation does not yet fully address several critical elements necessary to significantly improve reading outcomes statewide.

 

Early screening and intervention.
Science of Reading research emphasizes early identification of reading difficulties and timely intervention.[vii] Inconsistent screening practices and limited intervention capacity mean many students do not receive the support they need when it can be most effective.

​

Social promotion beyond early grades.
Advancing students who have not demonstrated foundational reading proficiency places them at continued academic risk. Ensuring students master essential reading skills before moving forward is central to long-term success.

 

Teacher preparation and accountability.
Not all teacher preparation programs consistently align coursework with Science of Reading principles. Stronger alignment and accountability for university-based preparation programs would help ensure new teachers are equipped with evidence-based literacy practices from the start.

​

Reading coaches and intervention capacity.
Many schools lack sufficiently trained reading coaches and interventionists. Allowing experienced retired educators to return as coaches or specialists could strengthen early literacy instruction and support classroom teachers.

​

Family engagement in early literacy.
Reading development extends beyond the classroom and beyond the school day. Engaging families, particularly those with underperforming readers, in evidence-based reading practices at home is a powerful and often under-utilized strategy.

 

Looking Ahead

During the 2026 legislative session, Oklahoma policymakers will consider new approaches to improving early literacy outcomes. These discussions may include early identification of reading deficiencies, structured intervention systems, communication with families, accountability for third-grade proficiency, investments in teacher training and reading coaches, and strategies to ensure students demonstrate readiness before advancing to the next grade.

 

The Science of Reading provides a strong, research-based foundation for these conversations. As Oklahoma works to improve reading outcomes, the shared goal remains clear: ensuring all students can read proficiently and at grade level by third grade, setting them on a path toward long-term academic success and opportunity.