Ohio made one of the boldest bets in the science-of-reading movement. A 2023 state law banned three-cueing (teaching children to guess words from pictures, context, or first letters), required every teacher to complete science-of-reading training, and limited schools to state-approved reading materials. The 2025–26 school year was the first in which every school had to comply. Last week the first scores from that year arrived, and they are a useful lesson in how to read education data without overreading it. As The 74's Patrick O'Donnell reported on October 7, third-grade reading proficiency rose. But the share of children in the lowest category didn't shrink. For dyslexia families, that second number is the one to watch.

What do Ohio's 2026 reading scores show?

According to The 74's reporting, republished by the Ohio Capital Journal:

  • Third grade: about 63% proficient in spring 2026, up from 61% in 2025, but below the 65% of 2024 and below pre-pandemic levels.
  • All grades: reading proficiency rose nearly two points, to 62%.
  • Student groups: every group the state tracks improved; Hispanic students gained 3.5 points, Black students 3.4, and economically disadvantaged students 2.7.
  • The lowest readers: the share of third graders rated "limited," Ohio's bottom category, was 21%, compared with 20.9% in 2025 and 19.1% in 2023.

District results varied widely. An analysis of Ohio's urban districts by the Thomas B. Fordham Institute found most improved between 2025 and 2026, with East Cleveland up more than 14 points, while Youngstown fell more than 5 points and Lorain sat near 30% proficient.

Is the science of reading working in Ohio?

The honest answer is that one year can't tell us. "It's too early to tell in my view," Aaron Churchill, Ohio research director at the Fordham Institute, told The 74. Reading researchers note that big changes take years to show: schools have to replace materials, train teachers, and then teach a full cohort of children with the new approach. Other factors may also be moving the numbers, including falling chronic absenteeism, pandemic catch-up, and Ohio's decision to drop the requirement that third graders meet a reading standard to be promoted. And a law on paper isn't instruction in a classroom; some teachers may still be using older methods. The scores fit a modest improvement. They don't yet prove the law caused it, and they don't prove it failed.

Why does the "limited" number matter for children with dyslexia?

Better core instruction helps most children, and that's the main goal of laws like Ohio's. Explicit, systematic phonics in kindergarten through second grade prevents many reading problems from developing at all. But children with dyslexia typically need more than a good classroom: they need identification and intensive, structured-literacy intervention on top of it. The students rated "limited" are the group most likely to include unidentified dyslexic readers. If that share isn't falling, it suggests the classroom shift alone isn't reaching them. Churchill pointed out that under Ohio's earlier Third Grade Reading Guarantee, the "limited" share fell from 27% in 2016 to 14% in 2019, and Fordham argues that retention accountability should return. That's a contested policy debate. The broader point holds either way: a state can improve average reading and still leave its most struggling readers where they were.

What should Ohio families do with these results?

  1. Look at your child's own score report. Statewide averages don't tell you how your child did. If they scored "limited" or "basic," ask the school what intervention is in place.
  2. Ask about your district's materials. "Which state-approved reading curriculum does our school use in K–3, and has every teacher finished the required training?" A dated email gets a real answer.
  3. Ask about the reading improvement plan. Ohio schools must provide a reading improvement and monitoring plan for students who are off track. Request a copy and ask how often progress is measured.
  4. Request an evaluation if signs persist. If your child is behind despite good instruction, that's a reason to look deeper. Compare what you see with our signs of dyslexia page, then use our evaluation request letter.
  5. Track your district's trend, not one year. Fordham's analysis shows some districts gaining two years in a row. Ask your board how yours compares.

What conclusions should we avoid drawing?

  • "The science of reading failed." One mixed year in the first full year of compliance can't support that, and the overall direction this year was up.
  • "The science of reading worked." Gains were modest, came after a drop, and have several possible causes. Correlation isn't causation.
  • "Good classroom teaching means my child doesn't need intervention." Classroom instruction and dyslexia intervention are different layers. A child who isn't responding needs more.
  • "Averages describe my child." Your child's report, screener data, and work samples matter more than any statewide percentage.

What does Ohio's experience mean for families in other states?

Dozens of states have passed science-of-reading laws since 2019, and many are only now reaching full implementation. Ohio is an early, closely watched test of what the first results look like, and its pattern is likely to repeat elsewhere: modest average gains, wide differences between districts, and stubborn numbers at the bottom. If your state has a similar law, the useful questions are the same ones Ohio parents should ask. Has every K–3 teacher finished the required training? Are the approved materials actually in classrooms? And what happens, specifically, for the children who score lowest? Our state laws guide shows what your state requires, which tells you what you can ask your school to show you.

Ohio's story echoes what we found in our look at the gap between reading research and classroom practice: laws change faster than classrooms, and classrooms change faster than results.

Frequently asked questions

What were Ohio's 2026 third-grade reading scores? About 63% of Ohio third graders scored proficient on spring 2026 state reading tests, up from 61% in 2025 but below 65% in 2024, according to The 74. The share in the lowest category, "limited," was 21%, slightly higher than the year before and above 2023's 19.1%.

What did Ohio's science of reading law require? Ohio's 2023 law banned three-cueing, required all teachers to complete science-of-reading training, and required schools to use only state-approved reading materials. The 2025–26 school year was the first in which every school had to comply, so the 2026 tests are the first full-implementation results.

Does the science of reading help children with dyslexia? Explicit, systematic instruction in phonics and phonemic awareness benefits nearly all early readers, including dyslexic children. But many children with dyslexia also need identification and intensive structured-literacy intervention beyond classroom teaching. Improved classroom instruction makes intervention more effective; it doesn't replace it.

Source: "Ohio reading scores rise. Is the science of reading working?" (Patrick O'Donnell, The 74, via Ohio Capital Journal, Oct 7, 2026) · "A closer look at reading results in Ohio's urban districts" (Thomas B. Fordham Institute, Oct 2026) · "'Disappointing': Ohio's Science of Reading Switch Not Yet Bringing Results" (Ohio Capital Journal, Jan 13, 2026)