The “L” in LETRS Is for Language! | Part One: Why the “L” in LETRS Matters More Than Ever

We’re making progress toward implementing science-informed literacy instruction, but something more is necessary.

By many indicators, policymakers and educators are acting on the promise of reading and writing research, at least in the early grades. Some states, primarily in the South, have already achieved meaningful—even dramatic—gains in their third and fourth grade reading scores on the National Assessment of Educational Progress (NAEP). The national trend line in fourth grade reading achievement is turning up. Almost all states have adopted guidelines or mandates designed to ensure that fewer kids are left behind. Educator preparation programs are doing a better job aligning what they teach with what the research shows is actually effective. The scores of eighth graders, however, have remained stagnant at unacceptably low levels. Although there are several reasons for this, one more giant step is going to be necessary before our goal of better results for all students is achieved: systemic targeting of the “L” in Lexia® LETRS®—language.

What Research Shows

Decades of research has confirmed that literacy depends on language proficiency, the ability to understand and use language effectively, more than any other single factor. Children’s early language development, from age 3 and even earlier, predicts response to reading instruction. Knowledge of word meanings and the ability to decipher the complex sentence structures found in academic language predicts older students’ reading comprehension. Literacy is not just about decoding print; foundational skills are merely the first step toward comprehending, writing, and critical thinking. Language is the thread that binds the whole continuum of literacy learning together. Because it sets an upper limit on how well students read and write, language comprehension and use must be deliberately nurtured at every grade level and in every class.

How Language Impacts Literacy in the Classroom

For a reader at any grade, missing the meaning of key words can interfere with story comprehension or grasping the main idea. For example, what if a student reads the sentence, “The botanist examined the specimen,” and they do not know the meaning of botanist or specimen? Key words like those are often somewhat unusual and found only within a specialized topic or content area. That is why previewing selected vocabulary is so important; we cannot assume our students know word meanings in the contexts in which they are used. Activities such as analyzing the meaningful parts of important terms (e.g., specimen is related to species and the root spec/spect meaning “to look”), student-friendly definitions, and exploring word families (e.g., botany, botanic, botanical, botanist) will prepare students not only to understand a first encounter with a word but to own that word for later use.

A strong vocabulary is also necessary for writing. A student might want to describe a character as frustrated and disheartened, but if they only know the word mad, their writing won’t fully capture what they’re trying to say. Or, they may have a great idea for a story but struggle to put it into words because they don’t have the vocabulary or command of sentence structure to describe the setting, actions, or feelings. With each grade, students must learn the verbal and conceptual management of words, sentences, and connections among ideas.

Where We Need to Go

We have finally reached such a solid consensus regarding the centrality of language in literacy development that it can no longer be ignored. Assessment and instruction that nurtures understanding and use of language is essential in the design and delivery of: 

• Early childhood and preschool education

• Teacher preparation and professional development

• Instructional materials and programs

• The standards, guidelines, and policies that guide our profession

In this blog series, we will explore what is yet to be accomplished in each of these domains. The work ahead of us will depend on all educators embracing the “L” of LETRS.

References

1. National Center for Education Statistics (2024), National Assessment of Educational Progress, The Nation’s Report Card 2024, https://nces.ed.gov/nationsreportcard/

2. Snowling, M. J., & Hulme, C. (2025). The reading is language model: A theoretical framework for language and reading development and intervention. Annual Review of Developmental Psychology, 7(3), 195–218. https://doi.org/10.1146/annurev-devpsych-111323-084821