Colorado Can’t Read Well: What Can Be Done? BY VICTORIA MIKOTA PHOTO BY FREEPIK.COM
18 COLORADO PARENT SEPTEMBER 2024 representing 21.3 percent of K-3 students statewide. Despite ongoing efforts and state laws designed to enhance literacy, the problem persists, casting a long shadow over Colorado’s educational landscape. T he ability to read and write is often taken for granted, but in Colorado, literacy challenges remain prevalent. According to a Colorado report, over 50,000 students in kindergarten through third grade were identified with significant reading deficiencies in 2021 and 2022,
COVID-19 and the Literacy Epidemic
shown slower progress in literacy compared to younger students who were less impacted. Dr. Alfred W. Tatum, a professor at Metropolitan State University of Denver’s School of Education, highlights the gravi- ty of the situation: “Sadly, the number of Colorado students identified with significant reading difficulties is increasing.” This grow- ing concern is compounded by evidence that many school districts are employing discred- ited or inconsistent methods to teach read- ing, contributing to persistently low proficiency rates.
The COVID-19 pandemic has had a profound impact on literacy development, particu- larly for students in the early grades. Data indicates that children who were three and four years old during the height of the pan- demic experienced significant disruptions in early language development due to reduced access to early care, less interaction with peers, and limited exposure to enriching environments. As a result, second and third graders, who were particularly affected, have
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