Think Reading Struggles Begin in Kindergarten? New Research Says Otherwise
- Melissa McCall
- Oct 2
- 7 min read
The Myth About Reading Struggles That’s Hurting Our Children...
If you have been following along with Moving Little Minds, you know that we whole heartily believe the in the power of merging research-based literacy instruction with play from the very beginning. We have been saying for years that the best way to impact our children and end the literacy crisis in American is by educating preschool families and teachers in early literacy. Well, things just got a whole lot clearer when it comes to this belief.
A new Harvard study has revealed that reading struggles can be identified MUCH earlier than we once thought, as early as 18 months! For years, teachers and researchers believed those red flags couldn’t be seen until around age five, which left us stuck in a damaging “wait to fail” model. But now, the science is clear: we can begin to see the issues early on and take action. We can speak up for children that are struggling and be more intentional in the ways that we teach them. We can be proactive instead of reactive. We don’t have to wait until children are already struggling to begin filling the gaps.
This shift doesn't come without hardships, though. Too often, we remain trapped in the unfortunate debate: play versus instruction. This false divide is hurting our children. Just last week on LinkedIn, I shared my frustration that while elementary schools have made strides with research-based reading practices, preschool teachers and families are still left without science of reading conversation. The pushback was predictable, but non the less frustrating: “But why? Preschool should be for play and wonder.”
The exact problem brought clearly to light. Why are we assuming we can't have both? “Play versus learning represents a false dichotomy in education,” (Hirsh-Pasek & Golinkoff, 2008) and pinning them against one another is only hurting our children.
Here’s the truth: educating teachers and parents about the science of reading doesn’t take away from play or wonder, it elevates it. Knowledge empowers us to design environments where play is intentional, joyful, and rooted in how the brain learns best. We already embrace intentional teaching in other areas, such as showing children how to be kind, use the bathroom, or hold a fork. Why, then, do we suddenly claim that intentionality in early literacy is “developmentally inappropriate”?
The first five years are the most formative for the brain, the time when those foundations can make the greatest impacts on the future. Equipping preschool teachers with the science of reading doesn’t diminish play; it deepens its purpose.
So, we face a choice. We can keep building walls, insisting that preschool must be only about play and wonder. Or we can embrace a better way, a classroom where play and wonder thrive alongside meaningful, research-based literacy instruction. Because our children deserve both. Because failing to act isn’t neutral...it’s harmful. And because, as this new Harvard research proves, what we do in the earliest years literally changes the trajectory of a child’s future.
What the New Research Reveals About Reading Struggles
A new long-term study out of Harvard suggests that the foundations for reading may start as early as infancy. Researchers followed children from just a few months old through preschool, using brain scans and developmental measures. What they found is eye-opening: differences in brain pathways related to reading can appear by 18 months of age, not around age 5 like we previously suspected.
This breaking research has major implications for how we think about early literacy. It reinforces what we already know: early literacy MATTERS. The study also highlights that oral language, phonological awareness, and exposure to rich language environments are critical in the earliest years. And it brings to light the importance of early identification and support for children who may be at risk of reading challenges, instead of waiting to fail.
The most noteworthy quote from the article sheds light on our role as early education leaders. “Our findings suggest that some of these kids walk into their first day of kindergarten with their little backpacks and a less-optimal brain for learning to read, and that these differences in brain development start showing up in toddlerhood,” said Gaab. “We’re currently waiting until second or third grade to find kids who are struggling readers. We should find these kids and intervene way earlier because we know the younger a brain is, the more plastic it is for language input," (Nadine Gaab, 2025).
The key takeaway? Literacy isn’t something that starts with the ABCs in kindergarten. The building blocks begin in infancy through conversation, play, and early exposure to language. As educators and families, we have the opportunity to nurture these skills long before children step into an elementary classroom. How do we learn how to nurture these skills? You guessed it...by educating preschool teachers and families in easy and engaging ways to build these skills from the very beginning!
Why Early Exposure Matters
No Exposure = No Clues
Of course, preschool should be full of play! In fact, research shows children learn best when they’re exploring, imagining, and discovering through playful experiences. But here’s the catch: if certain skills never get a chance to be practiced, we won’t see where a child might need extra support. The truth is, we can’t notice a delay in skills that were never encouraged in the first place.
✔ If children aren’t encouraged to chime in with the rhyme during nursery rhymes, how would we know if they can recognize and produce rhyme?
✔ If preschoolers aren’t given playful practice with letter sounds, how would we know if they connect sounds to symbols?
✔ If children aren’t invited to play with books and notice print directionality, how can we tell if they understand how print works?
Without intentional exposure to early literacy experiences, we’re flying blind. Struggles remain hidden, and by the time they finally show up in kindergarten or first grade, the gap has already widened.
Early literacy activities in preschool aren’t about drill or worksheets, but they’re about weaving wonder, play, and curiosity together with intentional teaching. This combination does two powerful things:
Builds skills. Rhyming, listening, storytelling, and alphabet play create the foundation children need for reading.
Reveals struggles. Exposure helps us see when skills aren’t developing as expected. That’s the earliest red flag—and the best chance to act.
If we aren’t assessing and observing these early skills through intentional teaching, we may never have the knowledge to intervene, and early intervention is KEY. And trust me, I learned this the hard way with my own daughter: without early exposure, you don’t even know what’s missing until the impact is much deeper than you ever expected.
Early Signs to Watch For
So what might those early red flags look like? While every child develops at their own pace, here are some signs worth paying attention to:
Toddlers (12–36 months):
Limited or very slow vocabulary growth compared to peers
Difficulty imitating sounds, rhymes, or simple songs
Little interest in listening to stories or looking at books
Trouble following simple directions or routines that rely on language
Preschoolers (3–5 years):
Struggles to recognize or generate rhymes
Difficulty clapping out syllables in words (base-ball, ba-nan-a)
Trouble remembering the words to familiar songs or stories
Limited awareness of letters and sounds, even after repeated exposure
Avoidance of books, storytelling, or pretend reading
These aren’t diagnoses, but they can serve as early clues that extra support might be needed. The earlier these are noticed, the sooner intervention can begin, and research PROVES that early intervention is key. Stay tuned for some articles on early intervention in the future.
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Final Thoughts...
We set children up for success, or struggle, long before they ever set foot in an elementary classroom. Early exposure to literacy is not optional enrichment; it’s the doorway to noticing who might need help. And preschool can still be filled with play and wonder right alongside intentional learning. This learning occurs when we educate ourselves as leaders and empower parents with knowledge along the way.
If we wait until kindergarten to act, we’ve already missed a powerful window. But if we expose, notice, and intervene early, we give every child the chance to step into school ready to thrive as readers. The shift starts with us. Are you ready?
New to the Science of Reading? Join Our Free 3-Part Webinar Series
The Science of Reading Foundations: A 3-Part Mini-Series for Preschool Leaders is designed to give both directors and teachers the clarity, confidence, and practical tools to strengthen early literacy instruction. Ideal for anyone who wants clarity on what the Science of Reading really is, and how it shapes children’s futures.
Over three short, powerful sessions, we’ll take you on a journey from the why to the how:
Part 1: Understanding the Science of Reading: Finally get a clear, director-friendly explanation of what the Science of Reading really means, and why preschool is where it all begins.
Part 2: Phonological Awareness — The Gateway Skill: Learn exactly WHY phonological awareness skills are essential for our little learners and how and how teachers can embed them seamlessly into the day.
Part 3: Alphabet Knowledge — From Sounds to Symbols: Learn why it is time to let go of “letter of the week” and discover what science shows about how children learn the alphabet.
Whether you’re a preschool leader guiding your staff or a teacher looking for classroom-ready ideas, this series will help you gain a better understanding of how children learn to read and what we can do from an early age!
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We believe that every child deserves a bright future, and this begins with a strong foundation in early literacy skills. At Moving Little Minds, we are dedicated to providing research-based literacy activities in fun and engaging ways! By merging instruction with play, we ensure that children are reaching their full potential and embark on their educational journey well-prepared for the
future! Let's build those KEY emergent literacy skills together.
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