Wisconsin Reading Achievement

Wisconsin reading achievement has statistically decreased since 1992, while other states have steadily improved.

Since 1992, Wisconsin's national ranking in reading achievement has dropped from 3rd to 27th. 

Additional analysis of Wisconsin's reading achievement is available from the Wisconsin Reading Coalition.

The challenge Wisconsin is experiencing in reading achievement shows up in tests of reading comprehension, but unquestionably involves weakness in underlying word recognition skills. Findings from the 2018 NAEP Oral Reading Fluency Study confirmed that reading comprehension depends on the ability to read text fluently and accurately.

NAEP Assessment Data is not yet available to compare the initial impact of the COVID-19 pandemic on Wisconsin students and students from other states. However, results from the 2020 Wisconsin Forward, ACT Aspire, and ACT exams indicate a continuing downward trend. Note, the Forward and ACT Aspire exams were not administered in spring of 2019.

Equity

Widening Achievement Gaps in Wisconsin

School closures, varied attendance and instructional models, along with other impacts of the COVID-19 pandemic accelerated already increasing achievement gaps among Wisconsin students. In 2020-2021, 13.3% of Wisconsin 3rd-8th grade students did not complete the Wisconsin Forward English Language Arts assessment. Of the 3rd-8th grade students taking the 2020 English Language Arts Forward Exam, 33.7% of ALL students scored proficient. As shown in Figure 6, large gaps exist in the proficiency percentages of various student subgroups:

• • • 44.5% - White students

    • 37.3% - Asian students

    • 32.3% - Students with two or more ethnicities

    • 25.1 % - Pacific Islanders

    • 21.3% - Economically disadvantaged students

    • 20.7% - Hispanic students

    • 16.5% - American Indian students

    • 11 % - Students with a disability

    • 9.7% - Black students

    • 9.5 % - Homeless students

• 9 % - English language learners

Equity includes learners with characteristics of dyslexia. Dyslexic learners exist within and across every demographic by which Wisconsin student achievement data can currently be categorized. Inequities for Wisconsin students with dyslexia cannot yet be fully measured because the state lacks consistent administration and reporting of standardized assessments of word reading accuracy or reading fluency.

Estimates of the frequency of dyslexia in the population vary depending on how it is being defined and where the cut score is set. The Yale Connecticut Longitudinal Study found that about 20% (1:5) of students are dyslexic, yet only about 6% are identified to receive school services for their reading difficulty (Shaywitz, 2020).

For Black Wisconsin students in particular, continued denial of the existence and impact of dyslexia has lasting negative individual, societal, economic, and health impacts.

Many current teaching practices do not address all the essential components of literacy. Reading instruction and assessment in some of our classrooms hinder academic and life success for minority students, those with disadvantaged backgrounds, and those with learning disabilities including dyslexia. The same reading instruction practices also do not support the optimal growth of our most advantaged students.

Resources alone cannot address the side effects of ineffective language and literacy practices. However, resources would be well-spent implementing evidence-aligned practices that could address the root causes.

Educational systems can be redesigned to systematically assess foundational reading skills, identify characteristics of dyslexia, and adequately respond to those needs. Decision-making that does not consider reading difficulties undermines other educational equity efforts and unintentionally contributes to inequitable conditions, systems, and outcomes for all students.

The Science of Reading

Reading achievement gaps, calls for equity, and recognition that reading instruction can align to science have increased awareness of the Science of Reading (SOR) , creating an opportunity to improve alignment of resources, assessment, instruction, and intervention.

Brain scientists have uncovered important information about human development and how we learn to read. Applying the SoR to teaching practices and educational systems improves educational outcomes and equity for all learners. 

Systems change can shift historical practices, roles, staffing, and budgets. It requires training, new mental models, and change management. 

It is a journey worth the investment.

This WI Dyslexia Roadmap features knowledge and practices necessary for Wisconsin schools to provide the evidence-aligned language and literacy assessment and instruction that is essential for increasing equitable outcomes for ALL Wisconsin learners. Together we can achieve equity through literacy.

The Ladder of Reading & Writing

Nancy Young’s Ladder of Reading & Writing illustrates that 40% -45% of children learn to read fairly easily, regardless of the type of instruction they receive. This correlates with the roughly 40% reading proficiency rate in the United States. Facets of structured literacy are likely valuable for these students. In addition, extended learning and enrichment are likely essential for 5-10%. 

Code-based, systematic, and explicit instruction, or structured literacy, is likely essential for the remaining 60% of students to become skilled readers. Structured literacy practices along with frequent repetitions and review are likely essential for 10 to 15% of students.

Depending on school population, these percentages vary. A suburban district with fewer at-risk students along with family ability to afford outside intervention might have 60-70% of its students in the green range, and they will show higher percentages of proficiency on standardized testing. 

Districts with more at-risk students, unable to provide intervention at that scale, with families who are less able to access outside intervention, may have 80 to 85% of their students in the orange and red range.

Structured literacy is essential for many, and valuable for most; the primary difference among learners is the speed at which foundational reading skills are acquired.

Additional information about The Ladder of Reading & Writing, including terms defined and references, is available on Nancy Young's blog.

High Impact Instruction Can Overcome External Factors

John Hattie, professor at University of Melbourne, Australia, has examined and synthesized more than 1,700 meta-analyses related to student learning, including more than 100,000 studies involving 300 million students from around the world. Hattie continues to update and publish his findings on Visible Learning and has currently identified over 250 influences with both positive and negative effects on learning outcomes. 

Hattie's research quantifies the impact of external factors (students, families, ethnicity, socio-economic status, and health) and the impact of educational practices (school, classroom, teacher, curricula, and technology). His research illustrates that literacy instruction can overcome the impact of external factors. Schools can achieve their primary mission of equity through literacy.

Impact of Various Effect Sizes

-0.01 or lower - Likely to have a negative impact

0.1- 0.19 - Likely to have a small positive impact

0.20 - 0.39 - Likely to have positive impact

0.40 effect size - one year's growth per year of schooling

0.40-0.59 - Potential to accelerate

0.60-1.5 - Potential to considerably accelerate

Visible Learning Metax has the most up-to-date Visible Learning research, interpretations, and analyses — making it possible to understand the research and apply it to close the gap between the research and instructional practice — supporting equity through literacy.

The experience of the first-grade reader in these videos illustrates the impact balanced literacy and structured literacy practices have on equity. Reading assessment and instruction that do not align with the Science of Reading contribute to widening achievement gaps, while evidence-based practices support equity through literacy.

Equity Through Literacy Reflection Tool

Use the WI Dyslexia Roadmap Equity Through Literacy Reflection Tool to identify policies and practices that inhibit or accelerate success and inform strategic planning over time.

Additional Resources

• How Widespread Is Dyslexia? Infographic, International Dyslexia Association, Carolyn Cowen

• Is learning to read a constitutional right? - AMPreports, Christopher Peak and Emily Hanford

• Literacy and Equity in Education - Keys to Literacy, Joan Sedita

• Literacy is Equity - Thomas B. Fordham Institute, Robert Pondiscio

• Most Reading Difficulties Can Be Resolved or Diminished Infographic - International Dyslexia Association, Carolyn Cowen

• National assessment shows more K-12 students struggling to read - AMPreports, Alex Baumhardt

• Science of Reading: A Defining Movement - Reading League