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Stagnant Progress in Early Literacy: Insights from Amplify's Latest Data

In a revealing report released by Amplify, a notable leader in educational resources for K-12, it has been shown that early reading performance among students in grades K-2 has not improved when compared to the previous year. The data, which comprises a comprehensive national analysis, indicates that the situation of early literacy across schools remains concerning.

According to the recent findings, only 48% of K-2 students were deemed on course to learn reading as they commenced the 2026–2027 academic year. Conversely, 35% were identified as being at risk of not learning to read, statistics that have remained unchanged since the 2025–2026 school year. Though this suggests an improvement from the post-pandemic low of 41% in 2021-2022, clearly the growth trajectory has plateaued over recent years, presenting us with a stark reality far from pre-pandemic performance.

Susan Lambert, the chief academic officer at Amplify, emphasizes the critical need for a structured approach to literacy education when initial screening shows stagnant or declining results. She points out that when facing stagnant early reading scores, it’s essential for educators to utilize a clear framework for subsequent actions. The Multi-Tiered System of Supports (MTSS) is advocated by Amplify as a way to marry assessment insights with tailored instructional methods, ensuring young readers receive appropriate support according to their unique needs.

The report advocates for schools to leverage beginning-of-year data as part of a robust MTSS strategy which includes:
1. Universal Dyslexia Screening: Ensuring early identification of risks.
2. Regular Progress Monitoring: Ongoing assessments to track student growth.
3. Tiered Prevention Systems: Targeted interventions based on identified needs.
4. Data-Based Decision Making: Utilizing data to inform instructional strategies.

To bolster support for early readers, Amplify suggests several key strategies for districts and educational institutions:

• - Implement a reliable universal screener for all students at least three times annually.
• - Conduct thorough data analyses at multiple levels (student, classroom, grade, and district) to ensure resources are being allocated effectively.
• - Provide all students with high-quality instruction grounded in the Science of Reading.
• - Deliver immediate and targeted literacy support to students at risk, maintaining a consistent check on their progress and adjusting teaching strategies accordingly.
• - Enhance educators' knowledge around the Science of Reading and effective MTSS application.
• - Cultivate a love for reading through community and caregiver-supported school programs.

This recent release serves as a clarion call for educational stakeholders to reassess their early literacy programs and prioritize actionable, data-driven strategies to connect with students early in their reading journey. To further explore the complete findings and strategic recommendations, Amplify encourages educators to review the full research brief available on their platform.

About Amplify: Amplify is a significant player in the educational space, committed to elevating student and teacher experiences through innovative solutions in literacy, biliteracy, math, and science. They aim to marry rigor with delight in teaching practices, impacting over 18 million students and educators across the globe. To learn more about their impactful initiatives, visit Amplify.com.

About the Data: The report draws from extensive benchmark data collected through the Amplify mCLASS® DIBELS® 8th Edition assessments over several academic years, encompassing evaluations from over 4 million students across numerous states. This in-depth analysis sheds light on the concerning stagnation in early literacy scores, underscoring the pressing need for action in supporting young readers.