Overview:
The “decoding threshold” refers to the point at which students can read text accurately and efficiently, allowing them to comprehend grade-level text independently.
Despite the expectation that students master basic reading skills by third grade, a significant number of older students continue to face reading challenges. A recent study by the Advanced Education Research and Development Fund (AERDF) reveals that nearly half of grade 3–8 teachers report their students frequently struggle to read instructional materials.
The findings, released by AERDF’s Reading Reimagined program in collaboration with ETS Research Institute, shed light on a critical factor in these struggles: the “decoding threshold.” This threshold represents a pivotal point where students can read text accurately and efficiently enough to comprehend grade-level materials independently. The new report, The Decoding Threshold: Measuring the Roots of Older Students’ Reading Difficulties: New Evidence, reveals that students unable to meet this threshold are often unable to improve their reading comprehension, even with additional instruction.
The Decoding Threshold
The “decoding threshold” refers to the point at which students can read text accurately and efficiently, allowing them to comprehend grade-level text independently. It represents a crucial benchmark for assessing student reading ability, as it uncovers a potential barrier to comprehension, as the texts older students are expected to read are increasingly complex. The new analysis indicates that students whose decoding skills are below this threshold struggle with reading comprehension and are often unable to show growth in comprehension, even with continued direct instruction.
“We know that many students nationwide are struggling to comprehend grade-level text after third grade – and this study provides critical insight into why some students are struggling, and where they’re getting stuck,” said Rebecca Sutherland, Associate Director of Research for AERDF’s Reading Reimagined program and a co-author of the report. “If a student is unable to decode longer, more complicated text, all of their attention will be devoted to decoding text, and they won’t be able to comprehend what they’re trying to read. The findings give us a clearer understanding of what supports many older students need to read on grade-level.”
Key Research Findings
The study highlights the crucial role of decoding skills in reading proficiency. Using ReadBasix®, a reading assessment developed by ETS, researchers evaluated older students’ decoding abilities and their impact on comprehension. The findings emphasize that students below the decoding threshold face significant barriers to understanding complex texts.
“It truly takes a village to solve the literacy crisis,” said Kadriye Ercikan, Vice President of Research at ETS. “This partnership demonstrates the immense impact we can make when research is combined with actionable solutions. The report highlights the critical importance of identifying students who need help with decoding skills. With these insights, teachers can better target interventions—bringing us one step closer to ensuring every student can read proficiently.”
The report underscores the importance of early identification and targeted interventions for students with weak decoding skills. Such interventions are essential for building the foundational word recognition abilities that allow students to engage with increasingly complex texts as they progress through school.
The Broader Implications for Education
For students who surpass the decoding threshold, additional instructional support is still necessary. Educators must focus on expanding background knowledge, vocabulary, metacognition, and critical thinking skills to help students tackle complex, grade-level texts.
“This partnership demonstrates the immense impact we can make when research is combined with actionable solutions,” Ercikan added. “By targeting decoding skills, teachers can better support struggling readers and help close the literacy gap.”