Third-grade retention laws are gaining momentum—but does repeating a grade actually help struggling readers? Stacy, Donell, and Lindsay explore what the research suggests and why earlier, evidence-based intervention may be the better answer.
Show Notes
More states are turning to third-grade retention policies as a way to improve reading outcomes. But as Stacy, Donell, and Lindsay discuss, the research raises an important question: Is retention itself making the difference, or are the interventions that come with it responsible for improved outcomes?
In this episode, the hosts examine the complicated realities behind third-grade retention, including the social-emotional impact on students, the challenges faced by children with reading difficulties, and the role attendance can play in early literacy development.
The conversation ultimately moves upstream. Rather than waiting until third grade to respond, what would happen if schools placed greater emphasis on early identification, strong Tier 1 instruction, evidence-based intervention, and educator knowledge beginning in preschool and the primary grades?
In this episode:
For many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers.
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