This week, two guests look at the same problem from opposite ends. One has the data on how far struggling middle school readers have fallen. The other has watched it happen in real time, in a classroom, one comprehension question at a time. Reading recovery has largely worked in this country, except for this one group, and neither guest thinks that’s a coincidence. Both point to the same root cause: the fixes that worked for younger readers were never designed to reach kids once they’re already behind in middle school.
The Recovery That Left Some Kids Behind
Post-pandemic reading scores have mostly been trending up, but Megan Kuhfeld’s research at NWEA found one exception: the lowest-performing middle school readers, who are losing ground every year instead of catching up. She explains why the literacy reforms that worked so well in the early grades stop helping right when these students need them most, and what a handful of states are doing differently. Kuhfeld also lays out just how long real recovery takes, and why she thinks of it as a multi-year effort rather than a single fix.
Where Comprehension Breaks Down
Dacia Toll spent years running schools before co-founding Coursemojo, an AI literacy platform. She explains why so many kids who read fluently in fourth grade suddenly can’t answer a basic comprehension question by sixth, tracing it to two forces that hit at the same time: texts get harder, and the background knowledge needed to make sense of them gets more specialized. She also draws a sharp line between AI tools that just hand students an answer and ones built to send a struggling reader back into the text to work it out for themselves, and makes the case for why that distinction matters more than most classroom AI policies currently account for. Neither guest thinks this gap closes by accident, and neither do we.
Stories Mentioned in This Episode
Reading Scores Continue to Drop for Many Middle Schoolers by David Weldon
AI Can Help One of K-12’s Biggest Challenges: Middle School Reading by Dacia Toll
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