READING BY 4TH GRADE CHANGES EVERYTHING
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By 4th grade, kids stop learning to read and start reading to learn.
If they fall behind here, everything gets harder.
Children who cannot read at their grade level by 4th grade often struggle later. They may have trouble graduating and finding jobs. Building strong reading skills in elementary school is also tied to long-term health and quality of life. Healthy People 2030 include a goal focused on helping more 4th graders read at their level or above. Reading ability affects health by influencing education, employment, and access to information. People who read well can better understand health information. They are more likely to follow medical advice and make smart choices about their health. (Coughlin et al., 2020)
NOTE: PHOTOGRAPH OF BOY READING BOOK WHILE SMILING TAKEN BY HEATHER UNDERWOOD, 2026.
STUDENTS WHO STRUGGLE TO READ, STRUGGLE TO SUCCEED
Reading disparities do not happen because some children are less capable. Unequal access to resources and opportunities, often link them. Children from lower income families may have fewer books at home, less internet access, fewer learning supports, and fewer opportunities for extra academic help. These barriers can affect reading growth and make it harder for some students to reach proficiency (Bozkuş, 2025; Gee et al., 2023).
School attendance also plays an important role in reading success. Students who miss school often lose valuable instructional time, which can affect reading development. Research by Sosu et al. (2021) shows that socioeconomic disadvantage leads to higher absenteeism, which can deepen existing achievement gaps (Sosu et al., 2021).
Figure 1. Bar graph illustrating percentages of 4th grade students at or below basic proficiency among economically advantaged and disadvantaged populations from 2017-2024. Source: https://public.tableau.com/views/EconDisadvantageBelowBasic4thReading/Sheet1?:language=en-US&:sid=&:redirect=auth&:display_count=n&:origin=viz_share_link
Differences among 4th graders, such as income, race, language, and school quality, significantly influence reading scores. Students who are poor, have limited resources, or lack learning support often score lower in reading. They may fall behind early. These gaps can grow over time, making it harder for students to catch up.
Differences in school resources can also shape them. Schools serving underserved communities may face challenges related to funding, access to libraries, technology, and other supports that help strengthen literacy. Addressing these gaps is important for improving reading outcomes and creating more equitable opportunities for all children (Bozkuş, 2025).
READING AND HEALTH LITERACY
Low reading skills do not just affect school. They affect health too.
People with lower literacy often find it hard to understand medical instructions. They may struggle to fill out forms or make informed health decisions.
That can lead to more hospital visits, worse health outcomes, and a lower quality of life (Berkman et al., 2011).
FAMILIES MAKE THE DIFFERENCE
Families play a key role in helping children develop reading skills. Research shows that when parents read with their children, it helps improve language skills and early reading abilities (Crosh et al., 2024). Guidance from the Institute of Education Sciences recommends simple activities such as reading together, talking about stories, and practicing words and sounds (Regional Educational Laboratory Program, 2024).
Understanding the problem is the first step toward solving it.
On the next page you will find:
National and state reading data
Trends shaping student outcomes
Facts that help explain where support is needed most
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