The Institute for Multi-Sensory Education (IMSE), a leading provider of Structured Literacy curricular solutions and professional development, conducted a survey revealing widespread concern over the state of literacy in the U.S. and a strong demand for commitment to evidence-based practices, professional development, and policy reform to address the growing literacy crisis in K–12 education.

According to the survey findings, 91.7% of educators are concerned that U.S. students are falling behind their international peers in reading, and nearly 70% strongly agree there is a literacy crisis. Almost half of the respondents (49.1%) strongly agree, and 38.6% agree, that there is not enough urgency to address the literacy crisis in America. 

The survey also highlights the pivotal role of early literacy, with 63.9% of respondents working primarily with students in first through third grade. Yet educators face persistent challenges in delivering effective instruction for every student. Time constraints (44.1%), limited access to professional development (43.4%), and insufficient resources (42.4%) were cited as the most significant barriers to implementing literacy strategies.

Translating the research associated with the science of reading into evidence-based strategies is becoming widely recognized among educators as what’s needed to solve the literacy crisis. Nearly 89% of respondents reported positive shifts in instruction as a result of the movement, and 70.8% strongly agree that aligning literacy practices with this research is essential to improving student outcomes.

“Thanks to an increased focus on literacy research and learning science, we now have a strong understanding of what works to improve student reading outcomes,” said Laura Fischer, Chief Academic Officer at IMSE. “However, we must also focus on setting teachers up for success by providing them with the right training and know-how to implement these proven instructional practices. Achieving reading success in the classroom requires a comprehensive approach, one that includes systems support at the district level and thoughtful policy at the state level.” 

Access to professional development opportunities remains a significant obstacle. More than half of respondents (50.8%) said high-quality training is only ‘somewhat accessible,’ and 76.5% pointed to limited funding as a barrier to access. When asked what would most improve literacy rates in their communities, 65.5% of educators called for increased professional development opportunities, along with expanded resources, smaller class sizes, and additional instructional support staff.

The survey also revealed a split in confidence around education policies: 42.3% of respondents said state policies do not support early literacy needs, while 42% felt they did, indicating a deep dive into how to approach the issue.

Looking ahead, educators are increasingly optimistic about the role of technology in literacy education. Nearly 80% agree that integrating Artificial Intelligence (AI) with the science of reading could be transformative, especially for students with dyslexia and other learning challenges. 

The nationwide survey of 1,427 American educators was conducted by IMSE in April 2025.