While extensive research highlights the importance of early foundational literacy education, a significant gap exists in understanding the literacy needs of older students (grades 3-12). The misconception that reading is mastered by third grade persists, despite data indicating that 68% of U.S. fourth graders lack reading proficiency (NAEP, 2022). This critical oversight necessitates increased attention and resources dedicated to adolescent literacy development.

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To address this gap, Storyshares conducted a research study investigating the impact of new, controlled, Science of Reading-aligned books on developing readers in grades 3-12. Data was collected from teachers serving over 1,500 students across 50 classrooms during pilot programs from August to December 2023. Our findings revealed substantial shifts in reading attitudes and behaviors among older students when provided with carefully controlled decodable texts for both independent reading and Response to Intervention (RTI).

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Key findings include:

• Teacher Need: A significant majority (91.7%) of pilot partners reported difficulty finding suitable reading materials for older struggling readers, compared to only 7.1% in the pre-study survey.

• Cultural Relevance: The alignment of decodable texts with culturally relevant content substantially improved students’ comprehension, as measured by word recognition and interpretation of both literal and figurative language.

• Student Success: Culturally relevant decodable books, paired with explicit phonics instruction, empowered older students to experience success as readers. By accessing texts aligned with their skill level and encountering familiar cultural elements, students developed greater motivation and engagement with reading.

• Expanding Research: While the only existing research focused solely on the impact and importance of decodable books for older students learning another language, our study found that these books are equally effective in students’ native language. More research on decodable texts dedicated to teenagers and older students is essential for understanding and advocating for adolescent literacy reform. 

Storyshares showed through initial research that it is possible to empower literacy growth for older readers in grades 3-12 with books that are accessible, culturally inclusive, and aligned with the Science of Reading. Future research will examine the impact of the newly developed decodable series for upper elementary, middle school, and high school, on students’ competencies and attitudes toward reading. Beyond studying the impact of new content choices, future research will seek to assess the role of integrated teacher training and support on educators’ self-efficacy in literacy structure: towards developing a model where every teacher, regardless of subject or grade level, can be a teacher of reading. 

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Ready to broaden your impact with research-backed, intriguing and accessible texts? Look inside Storyshares Decodables here.

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