Study Finds Students of Color Face elevated Risk of Reading Difficulties Starting in kindergarten
WASHINGTON – New research reveals Black, Hispanic, and Native American students demonstrate a higher risk for reading difficulties as early as kindergarten, a disparity that can have lasting consequences extending into adulthood. The longitudinal study, published recently by researchers, highlights the critical need for early intervention and a re-evaluation of disability identification practices within the education system.
The research indicates kindergartners who exhibit initial struggles with reading, math, and science, alongside challenges in areas like working memory, are more prone to continued reading difficulties throughout elementary school. These risks are compounded for students of color, potentially stemming from systemic inequities impacting early literacy progress.
U.S. elementary students’ reading achievement has been declining in recent years,with a widening gap between high- and low-performing readers,according to data from Chalkbeat. The implications of reading difficulties extend beyond academics; students who struggle with reading are more likely to experience anxiety and depression,and adults with these challenges face increased risks of incarceration and unemployment. One study, for example, found approximately half of Texas prisoners were poor readers.
Despite these risks, students of color are disproportionately less likely to be identified with disabilities, including dyslexia, even when displaying early and significant reading difficulties. This under-identification hinders access to crucial support services.
Researchers acknowledge a limited understanding of how economic and educational policies can effectively mitigate these risks. Some evidence suggests cash transfers to financially struggling families may positively impact children’s reading achievement, while poverty is linked to reduced access to age-appropriate books, early literacy materials, and vocabulary development opportunities.
The study adds to a limited body of research examining the complex interplay of economic, environmental, cognitive, academic, and behavioral factors influencing reading abilities. Most prior research has focused on single grades and specific skills, rather than a broader, longitudinal perspective. Further research is needed to fully understand the root causes of reading struggles and identify effective interventions.
