Imagine, for a moment, what it was like when you first learned how to read.
For many of us, it started at home, sitting beside a parent, turning pages before bedtime. Others learned from a beloved teacher or alongside classmates. Maybe reading came easily, the words lifting off the page and carrying you into new worlds. Or maybe it was a struggle, something that took time, patience and perseverance until, one day, it finally clicked.
However, it happened, reading opened the door to everything that followed.
Today, too many of our children are still waiting for that door to open.
Third grade is a turning point in a child’s life. It is the moment when students transition from learning to read to reading to learn. Yet nearly half of Utah’s third graders are not reading at grade level. That is not just concerning; it is time to act.
When a child cannot read proficiently by this stage, every subject becomes harder. Math word problems become confusing. Science and history texts feel overwhelming. Over time, students can fall behind, lose confidence, disengage from school and face diminished opportunities later in life. These challenges don’t just affect individual students; they impact our workforce, our economy and our communities.
Throughout our careers in higher education, we have seen the long-term consequences of early literacy gaps. Some students arrive prepared and confident. Others, just as capable and hardworking, struggle because they were never given the strong reading foundation they needed when it mattered most.
Utah is choosing to confront this challenge head-on.
With SB241, we are committing to a clear and ambitious goal: by 2030, 80% of Utah students will read at grade-level proficiency by the end of third grade. Gov. Spencer Cox has expressed strong support for this effort, recognizing that ensuring children can read is one of the most important investments we can make in our state’s future.
This legislation is built on three key pillars: early intervention, accountability and stronger teacher preparation.
First, early intervention ensures that struggling readers are identified and supported as soon as possible. Students in kindergarten through third grade who fall behind will receive individualized reading plans developed by parents, teachers and literacy specialists. These plans will include evidence-based strategies such as structured phonics, vocabulary development and targeted support. They may also involve dyslexia screening and expanded access to after-school and summer programs. Parents will be closely involved every step of the way, receiving regular updates on their child’s progress.
Second, accountability ensures that we do not allow students to fall through the cracks. Beginning in the 2029-2030 school year, third-grade students who are not reading at grade level may be retained, with appropriate exemptions for students with disabilities, English learners and those showing significant progress. This approach is not about punishment — it is about compassion. It gives students the extra time and support they need to build a strong foundation before moving forward. In fact, 67% of Utahns support this approach, recognizing that passing students along without the skills they need only compounds the problem.
Finally, SB241 invests in our educators. It expands access to literacy coaching, strengthens teacher preparation programs and provides additional training so teachers are equipped with the tools and knowledge to teach reading effectively. This builds upon the foundational literacy work Utah began in 2022 and reflects years of collaboration with educators, parents and literacy experts across the state.
If we expect Utah’s children to lead tomorrow, we must ensure they can read today.
At its core, this effort is about opportunity.
Reading is more than a skill; it is the foundation for confidence, independence and lifelong learning. It unlocks every subject in school and opens every door in life.
Think back again to when you first learned how to read and the opportunities it created for you. Every child deserves that same chance.
If we expect Utah’s children to lead tomorrow, we must ensure they can read today. By investing in literacy early, we are not just improving test scores; we are strengthening futures, families and communities for generations to come.