Reading Is a Workforce Issue – Not Just an Education Issue

How the Transformative Power of Literacy Inspires Brighter Futures

This morning, a snapshot on social media stopped me mid-scroll. A former student’s daughter, beaming in a photo while buried in a book, was perfectly captioned: “…when your mama owns a bookstore.” That’s about right. This student took every class I offered and even convinced me to revive the school paper, which she edited. Now, she’s a mama, a successful writer, and a bookstore owner. A testament to the transformative power of literacy.

Later, a chance encounter at a restaurant brought another story to life. A former student approached me, a once-permanent scowl replaced by a warm smile. He introduced his wife and thanked me. He thanked me! This is a student I’d challenged relentlessly, one who resisted every silent reading period, staring blankly at unopened books. By October of the school year, desperate, I bought a few audiobooks and a CD player with headphones (a true relic of the 2000s). Through these, he discovered CJ Box and Louis L’Amour. Then, a Christmas miracle: a Zane Grey paperback, pulled from his back pocket, replaced the CD. His apt choice of Zane Grey was no coincidence. Even back then, looking up Lexile levels from my desktop, I knew the reading level was right at his skill level, and that his interest in the “old west” was piqued.

These stories, though distinct, converge on two critical points. First, both students were products of balanced literacy instruction in primary grades. This now-debunked approach failed one student and proved some students learn to read no matter what. Today, almost all states have passed laws requiring the alignment of literacy instruction to the science of reading.

That student with the scowl? He struggled until he found an interest, a connection to stories that resonated, delivered at a manageable reading level, although still a challenge. Second, both students achieved success, albeit on vastly different paths. Their futures, however, would have been profoundly different without the fundamental ability to read.

This reality is painfully clear for the over 20 percent of American adults who struggle with low literacy. The deficit restricts their participation in society and the economy, costing the nation an estimated $2.2 trillion annually. Non-readers earn significantly less than their literate counterparts and are often excluded from opportunities to upskill once employed.

Recent NAEP results, jarring, and a stark warning. There is an unprecedented and growing number of eighth graders performing “below basic” in reading. These are also the students who are expected to explore and plan their futures. Their options are severely limited. Without basic literacy, their potential is diminished threefold compared to their proficient or more advanced peers.

Meanwhile, there is positive energy behind the surge of career, college, and life-ready initiatives. Nationwide, governors and state education chiefs are championing efforts to ensure every student will be ready for college, career, or military service. Statehouses are backing this refrain with billions of dollars. This is great, but course pathways, credentials, work-based learning, and all of the other buzz phrases must be anchored in core skills. We must explicitly link literacy to opportunity, prosperity, and happiness, and we must do so early.

Here are three actionable steps for state leaders:

1. Demand Unwavering Adherence to the Science of Reading: Enforce state laws with rigor. Ensure schools implement high-quality curriculum and instruction, utilize data-driven interventions, and maintain high expectations for all readers. Build on these laws to hold teacher preparation programs accountable for training students to teach reading using proven methods based on science.
2. Acknowledge and Address the Needs of Older Struggling Readers: Recognize the growing number of older students who lack basic literacy proficiency and provide more than just targeted support to meet their unique needs. Eighth graders reading below basic on the NAEP was the largest in the assessment’s history. Leaders need to carefully consider a framework for teaching reading in the older grades that is appropriate and scalable.
3. Integrate Academic Demands into Career Conversations and Vice Versa: Emphasize the essential role of literacy in achieving career success. It is never too early. Kindergarteners learn about careers and the concept of work in social studies and through books as they learn to read. By middle school, students take interest and skill surveys and have substantive conversations about adulthood. And by this age, students who receive their Lexile and Quantile measures can see the reading and math demands in the context of careers of interest. By high school, students understand the relevance of academics and how what they learn leads to success and prosperity after graduation.

By prioritizing literacy, we empower individuals, strengthen our communities, and unlock the vast potential of our nation. Whether cultivating a voracious reader who now owns a bookstore or instilling a spark of interest for stories about the “old west” in a reluctant reader, both of these students made the connection between literacy and life success. We must move beyond initiatives and foster a culture where reading is not just a skill, but builds a brighter future for everyone.