Abstract

Despite rising high school graduation rates, national literacy performance has stagnated, leaving many adolescents unprepared for the reading demands of secondary English Language Arts (ELA). National data show that only about one-third of U.S. students read proficiently by the end of eighth grade (National Center for Education Statistics [NCES], 2025). As a result, secondary teachers are increasingly tasked with teaching complex literary and informational analysis to students who have not yet mastered foundational reading skills. This practice brief reframes the five pillars of reading—phonological awareness, phonics, fluency, vocabulary, and comprehension—through a secondary lens, demonstrating how gaps in these components undermine access to grade-level learning and later adult outcomes. Drawing on current literacy research, the brief argues that foundational literacy awareness enables ELA teachers to identify the root causes of comprehension difficulties, collaborate with reading specialists, and adjust instruction to maintain rigor while supporting access. Rather than prescribing interventions, it emphasizes professional awareness, advocacy, and cross-disciplinary coordination to ensure that all students can participate fully in secondary literacy experiences.

Keywords: Adolescent literacy, science of reading, phonological awareness, phonics, decoding, english language arts

How to Cite:

Sigaud, C. & Gmuer, K., (2026) “Foundations First: How the 5 Pillars of Reading Empower Secondary English Language Arts (ELA) Instruction”, Literacy Connections 2(1). doi: https://doi.org/10.4148/litconnections.21176