Why reading failure isn’t a student problem — it’s a US teaching crisis

Assembly Bill 1121: Could California’s reading reform solve the US literacy crisis? (AI Image)

Assembly Bill 1121: Reading failure among US students has reached alarming levels, with only about one-third of fourth graders reading at grade level. This statistic, which has remained unchanged for decades, reflects a deeper issue than simply struggling students — it highlights a crisis in the way reading is taught in US schools. As children continue to face significant barriers to literacy, experts argue that the real problem lies not with the students, but with the educational system itself and its failure to provide teachers with the necessary tools to teach reading effectively.
In the US, nearly two-thirds of students are not reading proficiently by the fourth grade, and this failure has long-term consequences. As reported by the San Jose Spotlight, this gap in literacy affects academic performance, limits career opportunities, and contributes to broader social inequality. Many educators, including reading interventionist Chanmi Chun, emphasize that the key to solving this crisis lies in properly training teachers and providing them with evidence-based, science-backed methods for teaching reading.
The root cause: Lack of teacher training
The key to reversing this crisis lies in addressing how teachers are trained. According to research, when teachers use methods grounded in cognitive psychology and linguistics, about 95% of students can become proficient readers. However, most teachers are not taught these methods in their credential programs. As Chun explains, “Teaching a child how to read is truly rocket science since our brains are not wired to read.” Without proper instruction on the complexities of literacy, many teachers leave credential programs without the tools to meet the literacy needs of their students.
The root of this issue is the absence of structured, evidence-based professional development for teachers. As highlighted by Chun in her work with second graders in California, students who are behind in reading are not just struggling with letters and words; they are at risk of falling further behind academically and socially. Chun has seen firsthand the impact of this lack of effective training. She describes one of her students, Eli, who could not recognize the letters in his own name by the second grade, a problem that stems from the lack of adequate literacy instruction.
Assembly Bill 1121: A solution on the horizon
In response to this crisis, California lawmakers have introduced Assembly Bill 1121, a bill that would require school districts to provide teachers with training in evidence-based methods for teaching reading. As reported by the San Jose Spotlight, the bill is designed to provide all teachers with a clear, consistent framework for teaching reading, aligned with the state’s English Language Arts/English Language Development (ELA/ELD) framework. The goal is to ensure that teachers are equipped with the skills necessary to support all learners, including multilingual students and those with learning disabilities such as dyslexia.
The bill has the potential to be a game-changer for US education, offering a comprehensive solution to a long-standing problem. “When teachers like me are equipped with the right strategies and tools, nearly every student can learn to read,” says Chun. By investing in teacher training and supporting literacy coaches, the bill aims to create lasting change in how reading is taught across the state and potentially nationwide.
A call to action
Chun’s work in reading intervention underscores the urgency of the situation. While Eli and other students have made progress in their literacy skills, the system is still failing far too many children. As quoted by the San Jose Spotlight, Chun stresses the importance of immediate action: “Eli and our students cannot afford to wait.” The proposed changes in teacher training, if implemented, could help ensure that every child in the US has the opportunity to become the reader they are capable of being, ultimately leading to brighter academic futures for all.