Amplify’s middle-of-year research brief for the 2025–26 school year shows overall gains among the youngest readers, with more kindergarten, first, and second grade students on track to learn to read, and fewer far behind, than at any time since the pandemic.
Year-over-year progress remains flat, and only the youngest students have narrowly surpassed pre-pandemic reading benchmarks. Close to a third of all K–2 students are at risk of failing to learn to read by the end of third grade, demonstrating how literacy rates in the United States remain a concern.
“Middle-of-year assessments are an ideal window for schools to analyze student performance, identify any needed adjustments in instruction, and implement them in time to catch students up before the start of the next academic year,” said Susan Lambert, Ed.D., Chief Academic Officer of Elementary Humanities at Amplify and host of Science of Reading: The Podcast. “Schools that have meaningful data from a universal screener can make more informed decisions about how to support students who are most at risk for reading difficulties.”
Students who are on track to learn to read
With only 57% of K–2 students on track to learn to read, and three in ten far behind, literacy rates remain a concern. Particularly worrisome is the number of students at risk for failing to learn to read by the end of third grade, an important indicator for future academic success.
- Kindergarten students have made the most progress, with 10% more students on track to learn to read than in 2021–22 (57% in 2025–26 vs. 47% in 2021–22).
- First graders are also making progress overall, with an increase of eight percentage points from the low point in 2021–22 (56% on track to learn to read in 2025–26 vs. 48% on track in 2021–22).
- The number of second grade students on track to learn to read is improving slowly, but steadily, rising six percentage points from the low point in 2021–22 (58% on track to learn to read in 2025–26 vs. 52% in 2021–22).
Year-over-year progress
Middle-of-year assessment data showed a similar trend in year-over-year improvement, with the youngest readers making the most progress.
The number of kindergarten students on track to learn to read (57%) was two percentage points higher than in 2024–25.
Between last year and this year, first graders went from 55% on track to learn to read in 2024-25 to 56% on track to learn to read in 2025-26—one percentage point higher.
Second graders saw no improvement from last year, with 58% on track in both 2024-25 and 2025-26.
Students who are far behind compared to last year
The number of young readers who are far behind in learning to read fell modestly compared to last year:
- Kindergarten: 29% far behind in learning to read in 2024–25 compared to 27% in 2025–26
- First grade: 29% far behind in learning to read in 2024–25 compared to 27% in 2025–26
- Second grade: 29% far behind in learning to read in 2024–25 compared to 28% in 2025–26
Kindergarten students demonstrating pre-pandemic reading readiness
Kindergarten students narrowly surpassed pre-pandemic benchmark reading levels, with 57% on track to learn to read in 2025–26—a gain of two percentage points from 2019–20.
Other young readers, however, have not yet returned to 2019–20 benchmarks. Only 56% of first grade students and 58% of second grade students are on track to learn to read, both two percentage points lower than 2019–20.
Middle-of-year data as a catalyst for improved literacy outcomes
Middle-of-year data is uniquely positioned to help schools plan and implement instructional changes before the following school year.
Changing literacy outcomes requires that districts and schools review the processes and practices they have in place at all levels: They should analyze middle-of-year data by school, grade, and classroom, and create comprehensive plans that keep student learning in focus.
Districts and schools should invest in a reliable universal screener, high-quality core curriculum, evidence-based interventions, and professional development for educators.
If schools do not use a universal screener or administer middle-of-year assessments, those should become part of the district’s plan. Educators can use the data from universal screeners to evaluate core instruction.
With these resources, Amplify recommends that districts and schools employ:
- Universal screening: Administering assessments three times per year to monitor risk levels for reading difficulties.
- Targeted resource allocation: Assigning staff to support at-risk students with additional literacy instruction beyond grade-level requirements.
- Evidence-based instruction: Ensuring staff are trained in the Science of Reading and implementing high-quality core curriculum.
- Progress monitoring: Regularly tracking at-risk students and making real-time instructional adjustments.
- Reading empowerment: Instilling a love of reading through school programs supported by caregivers and the community.
Let’s keep the conversation going! Join the discussion in our Amplify learning communities.
Dive into the findings and recommendations in our Middle-Of-Year Report.
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Science of Reading: The Podcast
