For decades, educators have heard a phrase very similar to this one:
In K–3, students learn to read. In 4th grade and beyond, they read to learn.

On the surface, it sounds logical. Foundational reading skills are introduced in the early years, and as students progress, texts get more complex and content-rich. But here’s the problem:

This mindset has led far too many schools to stop teaching reading after 3rd grade, and that’s a huge disservice to our students.

The Problem with the “Reading to Learn” Shift

This philosophy implies that the process of learning how to read ends in 3rd grade: that once a student can decode words and read basic sentences, they’re ready for complex novels, academic articles, and discipline-specific texts. But reading (especially comprehension) isn’t just about decoding. And it certainly doesn’t stop growing after 3rd grade.

In reality, reading development is continuous. Students don’t wake up in 4th grade suddenly able to tackle high-level texts on their own. In fact, this is the point where many students… especially those who missed or struggled with some of the foundational skills… start to fall behind because reading instruction stops.

Complex Texts Require Complex Instruction

Secondary texts… whether it’s Shakespeare, a science textbook, or a historical document are not just longer. They’re denser and sooooo much more complex than the picture books and decodables students read in k-3… DUH!

They include:

• Academic and domain-specific vocabulary
• Complex sentence structures
• Abstract concepts and unfamiliar syntax
• Figurative language and layered meaning

These challenges don’t disappear because a student “learned to read” in 2nd grade. They require ongoing instruction. In other words, students are always learning how to read… just at a much more sophisticated level.

The Science of Reading Tells a Different Story

Research in the Science of Reading, including Scarborough’s Reading Rope, shows us that skilled reading is the product of many threads woven tightly together and those threads continue developing through middle and high school. Students need:

• Vocabulary and background knowledge
• Understanding of syntax and text structure
• Word recognition and decoding strategies
• Fluency and verbal reasoning skills

These aren’t mastered by 3rd grade. They’re developed through explicit, intentional instruction well into middle and high school!

What Happens When We Stop Teaching Reading?

When secondary teachers assume that students already “know how to read,” we end up assigning texts rather than teaching them. We expect students to independently:

• Navigate dense, unfamiliar language
• Identify theme, tone, or author’s purpose
• Analyze evidence and draw inferences

But without scaffolding, many students flounder. They might avoid reading altogether, rely on summaries, or disengage because they’ve internalized the idea that struggling = failure.

Worse, we might label them “lazy” or “unmotivated,” when the truth is… they were never taught how to handle the kind of reading secondary school demands.

Teaching Reading Is Everyone’s Job

We need a new philosophy: one rooted in what we now know from reading science:

Students are learning to read at every grade level.

That means ELA teachers teach reading, not just specific literary texts or writing. And Content area teachers support reading, not just “cover” curriculum.

It’s not just about making sure students read the material. It’s about making sure they understand how to access the material.

Let’s Replace the Old Mantra

Instead of saying, “In K–3 students learn to read, and after that they read to learn,” let’s say:

“Students learn to read and read to learn throughout their school experience.”

It’s time we stop pretending reading instruction ends in 3rd grade. Our students are still learning. Our job is to keep teaching.

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