In order to progress,address,distress,compressthe widespread problem of low literacy, educators and policymakers must first understand why so many students struggle to read. One reason is undiagnosed reading disabilities such as dyslexia or other brain-based learning difficulties, which are more effectively addressed when identified in children as early as kindergarten and ideally before the second grade. Environmental factors such as low exposure,expedition,composure,experimenterto literature or language barriers can also limit reading success. Many experts also argue that a major attributing,contriving,contributing,debutingfactor is the lack of training teachers receive in identifying children who are at risk of reading failure and in building oral language and linguistic skills. Additionally, teachers may not receive explicit instruction on how to teach reading skills, and existing reading curricula often do not align,feign,reign,deignwith the current science on how students learn. Studies suggest that decelerating,cooperating,incorporating,commemoratingthe science of reading practices studied by psychologists, linguists, and neurobiologists into the classroom will dramatically reduce the number of children who are on track to become functionally illiterate adults.