Turning the Page: A District's Journey to Teaching Older Kids to Read

One of the most common questions I get is, “How do you teach reading to older students?” The answer is simple: the same way you teach it to younger students. Everyone follows the same process to learn how to read. The problem, however, lies with the teachers of older children who face several challenges: a lack of training in how to teach reading, insufficient or inappropriate materials, and a packed schedule that doesn’t allow for extra reading instruction. These are the district-level obstacles that must be addressed.

Right now, we’re seeing larger gaps in reading abilities than ever before, and the focus of the "Science of Reading" movement has been on elementary schools. But what about the older kids who didn’t receive the same foundation? How can districts help these students catch up?

I believe that districts need to take a systemic approach to this problem. If not tackled head-on, these reading gaps may never close. Let's break down the issues and how we can resolve them.

Training Teachers to Teach Reading

The first step is training teachers on how to teach reading. This is a challenge I face personally. Currently, in my district, we have many 8th graders with large reading gaps. To address this, my 9th-grade English teachers will receive extensive training and support in teaching reading. They’ll be completing a 35-hour, asynchronous course from SUNY New Paltz on the Science of Reading. The course has five modules, each focusing on a different pillar of effective reading instruction. After completing each module, I’ll meet with the teachers to discuss how to apply what they’ve learned in a high school setting.

I strongly believe there needs to be a dedicated class just for teaching reading. For upper-grade students struggling with foundational reading skills like phonemic awareness, phonics, or fluency, explicit, systematic, and intensive instruction is essential to close those gaps. Schools should identify students who haven’t learned to read properly and place them in a class designed specifically for that purpose. This class should be taught by a literacy specialist or a teacher with extensive training in reading instruction. Keep in mind that teaching reading is a specialized skill—just because someone is an English teacher doesn’t mean they are trained in teaching reading. English certifications don’t guarantee that teachers have the skills necessary to address reading difficulties.

Providing the Right Materials

Next, districts must ensure teachers have the right materials to teach reading effectively. Many phonics programs are geared toward younger children, but there are programs available for older students. For instance, we use iReady’s Phonics for Reading program in our middle schools because it’s tailored for older students. The materials must be appropriate for the age group—using babyish materials with older students can make them feel self-conscious about their reading struggles. Instead, schools should integrate foundational skills into grade-level content. In our district, we are looking closely at our English curriculum to identify ways we can scaffold reading instruction and incorporate these skills into the existing curriculum.

Making Time for Reading Instruction

Another significant challenge is time. I’ve spent most of my career in elementary education, so transitioning to secondary education has been an eye-opener. In high school, the primary focus is graduation. Everything students do is geared toward earning that diploma. Unfortunately, this often means that anything not directly tied to graduation goals gets sidelined. Students’ schedules are packed with core classes, electives, and a heavy emphasis on graduation requirements. For many educators, the idea of adding a dedicated reading class in high school seems impossible.

There’s a common belief that it’s too late for these students to catch up, but that simply isn’t true. Anyone can learn to read—it’s all about whether the district is willing to prioritize reading instruction. We’re going to have to think outside the box, but it’s possible if we’re committed to it. Start by looking at teachers’ schedules—are there any gaps in their caseloads? Can elementary reading specialists be reassigned to help at the high school for a few periods each day? If adding a dedicated reading class isn’t feasible, train teachers to incorporate reading instruction into their existing lessons. It will be challenging, and tough decisions will need to be made, but the effort will be worth it in the end.

The End Goal: Functional Reading Skills

When one of my 8th-grade teachers asked me about the goal of this initiative, I responded with this: “I want the students to reach a functional reading level. I want them to graduate high school able to read a road sign, a menu, or even read a book to their children.” While technology might make some of these skills less critical in the future, the ability to read remains essential for daily life. Every student deserves the chance to read a story to their child one day.

By addressing systemic challenges—training teachers, providing the right materials, and creating time for instruction—districts can ensure that older students receive the support they need to become successful readers. If teaching reading isn't one of your top priorities as a school district, it’s time to reevaluate your priorities.