A City That Reads, Thrives

In Fort Worth, there are children who love stories — but cannot yet read them on their own.

Behind every statistic about literacy is a child sitting in a classroom, trying their best. A child who may be bright, curious, and full of imagination, yet struggling quietly as letters and sounds refuse to come together in a way that makes sense.

Today, only 47% of students in Fort Worth are reading on grade level. But this is not just an education statistic. It represents thousands of young lives still waiting for the key that unlocks confidence, independence, and opportunity.

Literacy is more than an academic milestone. It is the gateway to full participation in society. When one cannot read proficiently, everyday tasks become barriers — road signs, job applications, medication labels, even voter registration cards. Accessing our civil rights becomes more challenging when we cannot easily access written language. Reading is foundational to education, employment, and civic engagement.

That is why the City of Fort Worth, in partnership with Go Beyond Grades and Sid W. Richardson Foundation, launched Literacy Roundup, a community effort rooted in hope and early action. This summer, the initiative will provide free literacy screenings at 13 community centers across the city, working alongside local programs and civic partners to meet families where they are.

“The city absolutely needs to play a role in being a resource for families because our long-term success depends on a strong education system, and literacy is the key part of that,” said Mayor Mattie Parker.

The mission is simple — identify children who are struggling and offer support early, before discouragement sets in.

Caroline James, one of the organizers behind Literacy Roundup, understands the issue personally. 

“Our middle son, Andrew, has dyslexia. For years, he worked harder than anyone in the room just to keep up. He was tested twice in public school, and both times the diagnosis was missed. Meanwhile, he continued to fall further behind in reading. Not because he lacked intelligence, but because his brain processes language differently.”

As the gap widened, so did the emotional toll. Andrew began to withdraw. He struggled socially. He knew he couldn’t read at the same level as his peers, and that reality affected his confidence and sense of belonging. “Watching your child grow discouraged, even depressed, because he cannot access what others seem to do so easily is devastating for a family.” And it is heartbreaking for a community. 

Caroline then made the difficult choice to transfer Andrew from a public school to a private school that served students with language based learning.

When Andrew finally received the appropriate intervention, everything began to change. His confidence returned. His academics improved. He started to see himself not as “behind,” but as capable. Today, he is doing so well, not because the struggle wasn’t real, but because the instruction finally matched how his brain learns.

Andrew’s story is personal. But it is not unique.

For many families, literacy challenges are deeply personal. Dyslexia, the most common learning difference, often goes undetected in traditional classrooms. Children with dyslexia are not less capable. In fact, many are exceptionally bright. Their brains simply process language differently, and they need structured, direct instruction that connects sounds to symbols in a clear, consistent way.

When children receive the right help early, everything can change. Confidence grows. Academic gaps begin to close. A child who once avoided reading starts to raise their hand.

Research shows that third grade is an important milestone in literacy development. Children who are not reading on grade level by then are more likely to struggle later in school. But this is not a story about inevitable outcomes. It is a story about intervention and possibility.

Last year, Literacy Roundup screened approximately 400 children in summer programs across the city. Of those, 130 were identified as at risk for dyslexia and referred for further evaluation. For families, navigating the testing process can feel confusing and intimidating. Timelines, forms, educational terminology — it can be a lot.

That is where the heart of Literacy Roundup shines. Community partners, advocates, and trained volunteers walk alongside parents, helping them understand their rights and next steps.

Importantly, this initiative is not about blame. It is about shared responsibility. It is about asking a simple question. What do our children need to thrive?

And every child deserves that chance, including in our own backyard. Literacy Roundup is serving students as close as Comanche Springs in Saginaw. 

Brains are adaptable. Children are resilient. And when a city chooses to rally around literacy — not with blame, but with collective responsibility — hope becomes action.

For more information on how to get your child tested, or how to become an advocate contact: FortWorthTexas.gov/departments/parks/services/literacy-roundup