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The report cites SBAC and NAEP trends showing limited progress among 3rd and 4th graders and links poor literacy outcomes to unpreparedness for later academics and workforce demands. It argues that effective instruction aligns with the Science of Reading, emphasizes structured literacy, and calls for state-level policy solutions to improve equity, outcomes, and reduce downstream special education pressures.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/steady-habits-stagnant-results-ct-solutions-for-equity-excellence-in-literacy/504526/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/steady-habits-stagnant-results-ct-solutions-for-equity-excellence-in-literacy/504526.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-11","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the report identify as Connecticut’s main literacy problem?","Question",{"text":112,"@type":113},"It describes a long-term literacy crisis with stagnant results for 3rd and 4th graders and persistent reading achievement gaps.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which assessments does the report use to document literacy outcomes?",{"text":117,"@type":113},"The report uses SBAC for 3rd grade English Language Arts and NAEP for 4th grade reading proficiency.",{"name":119,"@type":110,"acceptedAnswer":120},"What instructional approach does the report recommend?",{"text":121,"@type":113},"It recommends using the Science of Reading through structured literacy, explicitly focusing on phonemic awareness, phonics, fluency, vocabulary, and reading comprehension.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},504526,1791668343,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Steady Habits, Stagnant Results:  \nCT Solutions for Equity & Excellence in Literacy  \nExecutive Summary  \nConnecticut is facing a long-term literacy crisis. While we know that building solid literacy skills is important during the early years, too few of the state’s 3rd and 4th graders are meeting grade-level expectations. The state also has wide gaps in reading attainment by race. These disparities reflect an ongoing civil rights injustice that echoes a painful national and statewide history of deliberately denying segments of our society an equal opportunity to read and learn. But literacy is a struggle for all students, not only students from traditionally under-served populations. We have to do better.  \nThere’s a correct method for literacy instruction, and we aren’t using it. Although there is a long-standing consensus among cognitive scientists and educational researchers about the correct way to teach literacy skills—the Science of Reading—Connecticut’s education system hasn’t systematized its use.  \nKey Findings:  \nCT Has a Long-Term Literacy Crisis.  \n• Between the first and most recent administrations of the Smarter Balanced Assessment Consortium test (SBAC), we've seen a change of only 0.7 percentage points in the percentage of 3rd graders meeting or exceeding expectations in English Language Arts (ELA) . In 2019, just 54.3% of 3rd graders met the mark.  \n• Over the same time period, the percent of 4th graders reaching proficiency levels in Reading on the National Assessment of Educational Progress (NAEP) has decreased by 3.4 percentage points. In 2019, only 40. 1% of 4th graders hit that benchmark.  \nCT’s Literacy Crisis Leaves Many Students Unprepared.  \n• About 47% of all 3rd graders are falling short of grade-level benchmarks in ELA on the SBAC.  \n• About 58% of all 4th graders are falling short of proficiency in Reading on the NAEP.  \nCT’s Literacy Crisis is A Matter of Racial Justice.  \n• The state also has wide gaps in reading attainment by race, reflecting an ongoing civil rights injustice that echoes a painful national and statewide history of deliberately denying segments of our society an equal opportunity to read and learn.  \nCT’s Literacy Crisis Is A Statewide Problem.  \n• When viewed from a socioeconomic perspective, literacy problems span all income levels: almost a third of 3rd graders who are not from low-income families fall short of grade-level expectations in ELA on the SBAC.  \nCT’s Literacy Crisis Contributes to Escalating Special Education Expenses.  \n• In Connecticut, over 15% of students are diagnosed as having learning disabilities.  \n• The possibility of over-diagnosis of disability due to ineffective literacy instruction needs further investigation.  \nOpportunities for StateLed Solutions:  \nThere is already significant cognitive and educational research about how to effectively teach literacy. Building off of the large and impressive body of work from leaders in the Black and Puerto Rican Caucus; the Connecticut K-3 Literacy Initiative (also known as the Connecticut Literacy Model); the Commission on Women, Children and Seniors; HILL for Literacy; Literacy How; and the UConn Neag School of Education, we make recommendations for five policy solutions.  \nSteady Habits, Stagnant Results:  \nCT Solutions for Equity & Excellence in Literacy  \nPage 1 | 7  \nIn Connecticut, local government contributes to the type of instruction and resources available in schools and districts. This significant autonomy from town to town—from what curriculum is used to the ratio of educators to pupils—can have a major impact on opportunity and success for students. However, even though factors vary widely, the data documenting a literacy problem in subgroups across Connecticut clearly supports a central idea:  \nWe have a long-term literacy crisis in Connecticut.  \nOur reading scores, which show only half of 3rd graders meeting expectations, have stagnated. Students who do not learn the basic reading skills require","cbCaicroYoR9O8qg","https://ap.wps.com/l/cbCaicroYoR9O8qg","pdf",987216,11,"English","# Executive Summary\n## Key Findings\n### CT Has a Long-Term Literacy Crisis\n### CT’s Literacy Crisis Leaves Many Students Unprepared\n### CT’s Literacy Crisis is A Matter of Racial Justice\n### CT’s Literacy Crisis Is A Statewide Problem\n### CT’s Literacy Crisis Contributes to Escalating Special Education Expenses\n## Opportunities for StateLed Solutions\n## Utilizing the Science of Reading","[{\"question\":\"What does the report identify as Connecticut’s main literacy problem?\",\"answer\":\"It describes a long-term literacy crisis with stagnant results for 3rd and 4th graders and persistent reading achievement gaps.\"},{\"question\":\"Which assessments does the report use to document literacy outcomes?\",\"answer\":\"The report uses SBAC for 3rd grade English Language Arts and NAEP for 4th grade reading proficiency.\"},{\"question\":\"What instructional approach does the report recommend?\",\"answer\":\"It recommends using the Science of Reading through structured literacy, explicitly focusing on phonemic awareness, phonics, fluency, vocabulary, and reading comprehension.\"}]","Steady Habits, Stagnant Results - CT Solutions for Equity & Excellence in Literacy | PDF",1791068849,28]