Phonics, UFLI, and Science of Reading are wonderful for grades K-3

Over the past decade, many schools have strengthened K–3 reading instruction through the Science of Reading and programs like UFLI (University of Florida Literacy Institute) Foundations. These efforts have paid off in some states: students (such as those in Mississippi and Louisiana) now leave the primary grades with stronger decoding skills than ever before.

But as Tim Shanahan and decades of NAEP data show in “Our Middle School Reading Scores are Dropping – Help!”, these early gains don’t automatically translate into higher middle school reading achievement. Strong phonics programs are necessary, but they are not sufficient. If schools and districts stop there, they are doing half the job.

Curriculum leaders must think beyond K–3 and ensure that upper elementary and middle school instruction builds on those foundations.

After grade 3, instruction methods needs to shift

Many schools cut literacy time after grade 3—sometimes down to 45–60 minutes per day. Shanahan recommends a full two hours of literacy per day in grades 3–8. Without it, students plateau and, eventually, reading scores may slide.

Instructional focus also needs to evolve in the following ways:

• Move beyond “leveled texts.” Teaching students at their “reading level” may feel safer, but it locks them into remediation. Research shows growth comes when students engage with grade-level complex texts, with scaffolds as needed.
• Continue fluency work. Fluency doesn’t max out in second grade; it continues to develop through middle school. If students aren’t practicing with increasingly complex sentences, building academic vocabulary, and building spelling mastery, comprehension will stall.
• Integrate literacy across subjects. Science and social studies teachers often avoid textbooks, but content-rich texts provide essential opportunities for students to practice comprehension and vocabulary in authentic contexts.

For teachers and curriculum leaders, this means scheduling sufficient literacy blocks, ensuring access to grade-level materials, and supporting teachers in how to use them effectively.

Vocabulary, Morphology, and Spelling matter

One of the most underleveraged levers for upper-grade literacy is spelling instruction.

Research confirms that explicit spelling instruction not only improves spelling but also boosts reading and writing achievement. When taught well, spelling links phonics, orthography, and morphology—the very skills older students need to handle multisyllabic academic vocabulary.

Curriculum leaders should ensure that upper-grade literacy includes:

• Systematic vocabulary instruction tied to content areas.
• Morphological study of roots, prefixes, and suffixes (e.g., bio, trans, -ology), which helps students unlock meaning in technical texts.
• Spelling instruction integrated with morphology and vocabulary. Word lists for memorization, instruction that makes visible the structure and meaning of words, and practice and tests using tools like Spelling Test Buddy that make this easy for teachers to administer.

Takeaway for Curriculum Leaders

Phonics in K–3 gives students the foundation, but without sustained literacy instruction in grades 3–8, they will not reach proficiency. To raise middle school reading scores, curriculum leaders should:

• Protect two hours of literacy daily in upper elementary and middle school.
• Provide grade-level complex texts across all subjects.
• Ensure professional development on fluency, comprehension, vocabulary, morphology, and spelling.
• Position spelling as a core literacy practice that drives reading and writing growth.

Investing in these areas requires intentional scheduling, materials, and PD. But the payoff is clear: without them, early gains fade; with them, students build the literacy skills needed to thrive in high school and beyond.

References

• Graham, S., Santangelo, T. Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Read Writ 27, 1703–1743 (2014). https://doi.org/10.1007/s11145-014-9517-0
• Shanahan, T. Our Middle School Reading Scores are Dropping – Help! (2025). https://www.shanahanonliteracy.com/blog/our-middle-school-reading-scores-are-dropping-help?s=03