5 Questions You’re Asking About Pre-K Literacy (And Better Questions to Ask Instead)

As program-level decision-makers, whether directors, principals, or supporting staff, you play a critical role in shaping early literacy programming. However, the questions you ask about pre-K literacy can determine the effectiveness of your strategies and investments. Some commonly asked questions, while well-intentioned, may not address the root of the issues or lead to impactful solutions. Below, we’ll explore these “wrong” questions, why they miss the mark, and what you should ask instead.

1. Wrong question: What is the best curriculum for teaching literacy? 

Why it’s not quite right: This question assumes that a single curriculum can meet the diverse needs of all children. Early literacy development is complex and varies greatly among young learners, influenced by factors such as language exposure, home environment, and developmental readiness. Relying solely on a “best” curriculum risks overlooking the need for flexibility and differentiation.

Ask instead: How can we ensure that any literacy curriculum we adopt is flexible, evidence-based, and responsive to the needs of all children? 
A better approach focuses on adopting solutions that

• are grounded in research and aligned with developmental milestones,
• empower teachers to adapt materials to meet students’ individual needs, and
• integrate assessment tools to monitor progress and guide instruction.

2. Wrong question: How early should we start teaching reading? 

Why it’s not quite right: This question often reflects a misunderstanding of what “teaching reading” means in early childhood. Teaching reading doesn’t start with formal instruction in decoding but with building foundational skills in areas such as oral language and phonological awareness. Starting formal reading instruction too early may push developmentally inappropriate practices.

Ask instead: How can we build strong pre-literacy foundations in the early years?
Focus on fostering a love of books and language through

• rich oral language experiences (e.g., conversations, storytelling),
• phonemic awareness activities (e.g., rhyming games, sound play), and
• exposure to print in meaningful ways (e.g., read-alouds, environmental print).

3. Wrong question: How can we get children to read earlier? 

Why it’s not quite right: This question places undue emphasis on achieving reading milestones by a certain age, often leading to practices that prioritize speed over comprehension and enjoyment. Reading is not a race, and the quality of a child’s literacy experiences matters more than the timeline.

Ask instead: How can we support children in becoming confident, lifelong readers? 
Develop a program that provides 

• opportunities for children to engage with stories and texts that interest them;
• support for families to create a literacy-rich home environment, including recommendations for activities to extend learning at home; and
• playful practice for developing decoding and comprehension skills.

4. Wrong question: How can we improve standardized test scores in literacy? 

Why it’s not quite right: While test scores can provide some insights, focusing solely on them can overshadow the broader goal of literacy development. Overemphasis on scores often leads to “teaching to the test” and neglects critical skills such as creativity, critical thinking, and oral language development.

Ask instead: What measures can we use to ensure children are building strong, holistic literacy skills? 

Adopt a broader set of metrics, including

• observations of pre-reading behaviors and attitudes;
• formative assessments of foundational skills, especially those conducted directly with children (e.g., through gamified assessments); and
• indicators of engagement and comprehension during literacy activities.

5. Wrong question: Should we invest in more technology for literacy instruction?  

Why it’s not quite right: While technology can enhance instruction, it is not a stand-alone solution. Over-reliance on tech-based tools can detract from meaningful teacher-child interactions and hands-on literacy experiences that are crucial in the early years.

Ask instead: How can we integrate technology thoughtfully into literacy instruction? 
Use technology to

• provide children with engaging, playful opportunities to extend, enhance, or assess their learning;
• support teacher professional development (e.g., video modeling, coaching platforms) that coaches teachers on providing supervision and modeling of the appropriate use of technology; and
• facilitate family engagement (e.g., digital tools that share classroom progress).

The questions we ask about early literacy programming shape the decisions we make—and, ultimately, the outcomes for children. By reframing the questions to focus on foundational skills, developmentally appropriate practices, and equitable access, we can build stronger, more effective early literacy programs.

Let’s move beyond the “wrong” questions and embrace a more thoughtful approach to early literacy.