Measured Insights, February 2026

The Editor’s Note

As a longtime subscriber to the now-retired Reading Research Recap or a new subscriber to the Lexile and Quantile Hub, literacy clearly matters to you. Yet we’re facing an era where illiteracy has reached a breaking point. Blame screens. Blame the pandemic. Or blame our culture of “busyness.” But the reality remains the same: across the nation, literacy rates are plummeting to alarmingly low levels. 

And while declining literacy rates are an education issue, they’re also a human one. When literacy declines, so does our collective ability to think critically, solve problems, and participate fully in our communities. Without the ability to read, and to read well, an entire generation could be left behind, less equipped to thrive in our increasingly complex world. 

It’s time to take action so that every learner has the chance to read, to grow, and to build a brighter tomorrow. 

Founder and Future Perspectives

Our co-founder and Chairman of the Board, Malbert Smith III, PhD and Chief Executive Officer, Chris Minnich reflect on our beginnings and look forward to what’s next, sharing how we’re building on our research heritage to drive growth and innovation into the future.

[Research] Development of a Multicomponent Reading and Writing Intervention in Grades 4-5

Developed in collaboration with the School of Education at the University of North Carolina at Chapel Hill and Doctoral Student and Graduate Research Assistant, Yuzi Gao, PhD in Education (Culture, Curriculum, and Teacher Education)

As literacy rates continue their decline nationwide, the stakes for students—and for our future workforce—have never been higher. This study examines the impact of “teaching foundational skills within the context of authentic informational reading comprehension and writing instruction” in late elementary school, a pivotal stage where strengthening foundational reading skills is essential for long-term success and global competitiveness.

The study, authored by John Z. Strong, Laura S. Tortorelli, Blythe E. Anderson, and Eunsoo Cho and published in Reading Psychology, found that because students showed significant improvement in word recognition and silent reading comprehension while working with complex texts, teachers can confidently integrate decoding and vocabulary instruction directly into reading tasks instead of separating these skills from content-area work. 

A few additional highlights from the study include:

• Using a stable, predictable routine helps students internalize strategies and reduces cognitive burden. Teachers observed that when students became familiar with the structure of each lesson, they were better able to navigate challenging texts independently. 
• Intentionally adding motivational support structures is important for students, particularly those in Grade 4 who experienced declines in their value for reading non- fiction. Selecting more engaging texts, offering a choice when possible, chunking long passages, and acknowledging student progress are good places to start. 
• Providing extra modeling, small group practice, or supplemental decoding instruction helps students who struggle with single-syllable word reading and reduces the difficulty of integrated lessons for students who find them particularly challenging. 
• Selecting texts that are connected with content-area units and aligned with students’ background knowledge in areas such as social studies and science strengthens literacy development and content understanding. In fact, teachers found that students applied the knowledge and vocabulary gained through Read STOP Write to their other subjects.
• Choosing texts that build on what students already know increases engagement and helps them more easily access increasingly challenging materials.
• Consistently incorporating guidebooks that contain think sheets, graphic organizers, and classroom posters prove beneficial as teachers guide students through grade-level, informational texts as they help scaffold students’ thinking about complex reading materials.

Read the study

Turn the Page and Press Play: What We’re Reading and Listening To

[Article] America is Sliding Towards Illiteracy, The Atlantic, Idrees Kahloon, October 14, 2025 

The dialogue around declining literacy rates is reaching fever pitch. And with good reason. If we don’t take action soon, our nation’s future is at risk.

[Article] Many Young Adults are Barely Literate, Yet Earned a High School Diploma, The 74, Jessica Harkay, October 16, 2025

Twenty-five percent of young adults ages 16-24 are functionally illiterate. Which begs the question—how did they earn a high school diploma?

[Article] What Students Are Saying About the Decline in High School Reading Skills, New York Times, November 6, 2025

The literacy skills of graduating seniors are at their lowest rate in 30 years. Students have their own opinions about the underlying causes. And needless to say, they’re concerned. 

[Article] Why Are So Few Kids Reading for Pleasure?  The 74, Greg Toppo, September 3, 2025

Continuous, sustained, concentrated reading is on the decline in kids—and adults. What can we do to get Americans reading again? 

[Article] New Report Offers Evidence-Based Solutions to Address Global Literacy Crisis Among Children, World Bank Group, October 30, 2025 + [Research Report] Effective Reading Instruction in Low- and Middle-Income Countries: What the Evidence Shows

Low literacy rates are not just an issue in the U.S.; they’re a worldwide crisis. To preserve our global economy, something must be done to improve reading instruction worldwide. 

[Podcast] Why Are U.S. Literacy Rates Declining?  Harvard Thinking, Season 1, Episode 15, September 24, 2025

Reading for pleasure is declining among adults and students. And yet we wonder why literacy rates are heading in the wrong direction? 

[Podcast] It’s hard to read. Here’s why.  It’s Been a Minute, NPR, July 16, 2025

People who read books experience a 20% decrease in mortality compared to those who don’t. So if reading is so good for your health, why have so many people stopped doing it?

[Podcast] The End of Reading, Plain English, Derek Thompson, February 28, 2025

Literacy rates are declining at an alarming level, and some elite college students claim they can’t read full books. Is this a sign of the times—or are we on the brink of a culture shift? 

Did You Know?

25% of young adults in the U.S. ages 16-24 are functionally illiterate 

That’s almost five million students—equivalent to the population of an entire state the size of Alabama.

50% of American adults read below a 6th grade level

As a result, even simple tasks—like reading prescription drug labels—are challenging.

In Case You Missed It

Catch up on the latest expert insights, trusted research, and fresh perspectives from the MetaMetrics Brain Trust.

[Article] Merry Measurement

[Article] Response to The Atlantic’s “America is Sliding Towards Illiteracy”

[ebook] Measures that Inspire: Forecasting Reading and Math Growth for the Real World

[Infographic] Reading and Math for Lifelong Success

[Article] Swipe, Scroll, Struggle: 5 Strategies to Prevent a Reading Recession

[Webinar Recording] Swipe, Scroll, Struggle: Is the UK Sliding Into a Reading Recession?