Improve Attendance and Behavior through Literacy

Education leaders are well aware of the negative feedback loop that can impede academic success for many striving readers. When students do not receive the structured, systematic reading instruction or intervention they require, they may disengage from learning and, consequently, may begin missing school. As absenteeism increases, the benefits of consistent classroom instruction and support become even further out of reach. Simultaneously, behavioral issues may emerge, further complicating efforts to re-engage students in their education.  

The Importance of Early-Stage Literacy Initiatives  

To fuel ongoing engagement and achievement throughout every child's journey in school, district leaders often choose to implement and sustain strategic, research-based literacy initiatives. These leaders recognize that such initiatives are particularly important during the early elementary grades, when students are launched onto their paths of literacy success.  

Research has continually emphasized the importance of foundational reading instruction that addresses all five pillars of reading. Additionally, recent research has underscored the crucial role of adequate decoding ability by identifying the decoding threshold, the point at which students have mastered foundational decoding skills. Research has demonstrated that students who fail to achieve this critical milestone will not fully benefit from comprehension-focused intervention and will remain stagnant in their growth as readers (Wang et al., 2019). Hence, students who have not yet crossed the decoding threshold are likely to fall further and further behind as they move through the grades.  

The Broader Benefits of Student-Centered, Structured Literacy Approaches 

When schools and districts invest in Structured Literacy programs across the grades, the impact extends well beyond reading proficiency. Students receiving effective reading instruction and intervention are more likely to attend school consistently and engage in their coursework, leading to a greater likelihood of high school graduation and long-term academic success.

Empirical evidence lends support to these claims. For example, John L. Costley Middle School in East Orange, New Jersey, implemented a Structured Literacy initiative as part of a holistic school improvement plan to ensure that all their striving middle school readers received appropriate reading intervention--including support in crossing the decoding threshold, as needed. Following implementation, the school experienced a 17% reduction in chronic absenteeism and a 20% decline in its average monthly suspension rate. These measurable improvements ultimately contributed to the school’s release from priority school status.  

Addressing the Third-Grade Retention Rule  

The implementation of effective literacy programs is particularly vital in states that enforce third-grade retention policies. Given the profound implications of this policy, schools must carefully consider key questions when selecting and implementing literacy interventions:  

1. Which evidence-based literacy approaches can we implement in the early grades to ensure all third graders have crossed the decoding threshold, established a strong reading foundation, and are not at risk of retention? 
   
2. How can ongoing literacy activities and formative assessment data be leveraged to track and support reading proficiency? 
   
3. For students who are retained in third grade, what evidence-based intervention approaches can be implemented to ensure that their repeated year leads to meaningful progress rather than stagnation?

By effectively addressing these considerations, school districts can make informed decisions regarding literacy initiatives, ultimately fostering greater educational equity and improved long-term outcomes for students.