Early Reading Struggles Show Clear Racial and Economic Gaps by Kindergarten, New National Study Finds
A new multiyear study from the University at Albany has revealed that noticeable gaps in early reading skills among American children appear as early as kindergarten—and these gaps persist throughout elementary school. The research takes a detailed look at which groups of students are most likely to face reading difficulties and which factors contribute to these early struggles. The findings are based on one of the most comprehensive datasets available in the United States for understanding children’s academic development over time.
Conducted by Paul L. Morgan and Eric Hu, the study focuses on racial and ethnic disparities, family socioeconomic status, and school and home environments. It confirms that children from Black, Hispanic and Native American backgrounds are far more likely to experience reading challenges than their white and Asian peers. But the authors also show that these disparities are closely tied to early-life circumstances—particularly economic inequality and the skills children bring with them when they first enter school.
The study was published in the Journal of School Psychology and uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2010), a nationally representative dataset collected by the National Center for Education Statistics. This dataset follows thousands of U.S. children from the beginning of kindergarten through 5th grade and includes detailed information about students, their families, and their learning environments.
What the Study Found About Early Reading Difficulties
The numbers paint a clear and concerning picture. By kindergarten:
- 17% of Hispanic students showed reading difficulties.
- 14% of Native American students did.
- 14% of Black students did.
- In comparison, only 8% of Asian students and 6% of white students showed similar struggles.
The study goes further and examines reading performance from 1st through 5th grade. It found that:
- About 26% of Black, Hispanic or Native American students experienced reading difficulties at least once between 1st and 5th grade.
- Only 10% of white or Asian students experienced difficulties during that same period.
When the researchers looked at repeated difficulties—meaning students struggled in reading in more than one grade—the numbers were again uneven:
- 17% of Hispanic students,
- 16% of Black students, and
- 12% of Native American students
experienced repeated reading challenges.
In contrast,
- about 7% of white students and
- 4% of Asian students
faced repeated difficulties.
The authors emphasize that these early difficulties often do not simply resolve on their own; instead, they tend to reappear over multiple years. This reinforces the importance of identifying struggling students as early as possible, ideally by kindergarten.
Why These Gaps Appear So Early
One of the most important contributions of the study is the way it analyzes why these racial and ethnic patterns occur. The researchers included a wide range of factors related to children’s home lives, school environments, and early cognitive and academic skills. They found that two categories of influences stood out as the strongest predictors of whether a child would struggle with reading:
- Family socioeconomic status (SES)
- Students’ academic and cognitive skills at the start of kindergarten
Students from lower-income households were significantly more likely to encounter reading difficulties. Many of these children entered kindergarten already behind in essential reading, mathematics and executive functioning skills, such as working memory, attention and self-regulation. These early gaps strongly predicted reading struggles in later years.
Importantly, when the researchers accounted for SES and early academic skills, the racial and ethnic disparities were fully explained. This suggests that the early differences in reading are not caused by race or ethnicity themselves, but by the unequal conditions and opportunities different groups of children experience before and during their school years.
The study’s authors argue that these findings point directly to the importance of addressing economic inequality and ensuring that all children enter kindergarten with strong foundational skills and adequate support.
Why Early Reading Matters So Much
Early reading skills are not just about becoming a good reader in school—they influence long-term social, emotional and economic outcomes. Previous research has shown that children who struggle with reading early in life are more likely to:
- fall behind academically in later grades,
- experience behavioural issues,
- face bullying (as victims or perpetrators),
- have higher risk of arrest or incarceration in adolescence and adulthood,
- experience unemployment or low income later in life, and
- face cognitive difficulties in adulthood.
This study reinforces how crucial early interventions are for preventing these long-term negative trajectories.
A Closer Look at the Data Used
The study relied on the Early Childhood Longitudinal Study (ECLS-K:2010), a valuable resource for researchers because it tracks the same group of students from kindergarten through elementary school. This dataset includes:
- direct academic assessments in reading, math and science,
- demographic information,
- reports from parents and teachers,
- behavioural and cognitive measures,
- details about home literacy environments,
- and information about school characteristics.
The reading assessments used in the study were developed by the National Assessment of Educational Progress (NAEP), widely regarded as the gold standard for measuring U.S. students’ academic achievement.
This depth of data makes the findings particularly strong, as the researchers could account for many possible influences on children’s reading development.
What This Means for Policy and Schools
The study’s authors stress that the findings should motivate changes in educational policy and practices, especially in the early years of schooling. They highlight several areas where improvement is urgently needed:
1. Early Screening and Intervention
Screen children for reading and cognitive skills before or at the very start of kindergarten. The earlier students receive support, the better their chances of catching up.
2. Investment in Early Childhood Education
Boost access to high-quality preschool programs, especially in low-income communities. These programs can help close the readiness gap before children ever enter a classroom.
3. Support for Families
Provide resources that strengthen home literacy environments—such as access to books, early learning materials and community programs.
4. Addressing Economic Inequality
Because SES is such a powerful predictor of reading skills, reducing economic disparities can have a meaningful effect on early academic success.
5. Focus on Executive Function Skills
Programs that strengthen attention, working memory and self-regulation can help improve reading outcomes alongside direct literacy instruction.
Broader Context on Reading Challenges in the U.S.
The findings fit within a much larger national trend: reading achievement in the United States has been declining, according to national assessments. Many researchers are concerned that insufficient early-grade instruction and growing inequality are contributing to these declines.
The “Matthew effect” is also relevant here—a well-known idea in reading research that says students who read well early tend to improve rapidly, while those who struggle early often fall further and further behind. This makes early identification and support especially vital.
Research Paper Link
Racial and ethnic differences in the risks for reading difficulties across elementary school
https://doi.org/10.1016/j.jsp.2025.101504
