Early literacy is a decisive stage for reading development and for later educational trajectories. However, reading difficulties usually begin to take shape long before they become visible in learning assessments.

This study develops the Early Literacy Risk Indicator (IRA), a tool to estimate how many children go through their first years of school at risk in their reading development.

Based on comparable data for Argentina, Brazil, Chile, Colombia, Mexico and Peru, the report estimates that 10.1 million children aged 6 to 8 face risks to their reading development during the early literacy stage. This represents about 48% of the population going through this stage in the six countries analyzed: roughly one in every two children.

The IRA combines two dimensions: school exclusion and learning deprivation. Its purpose is to provide an early, preventive perspective that helps gauge the size of the challenge, set priorities and strengthen learning opportunities from the earliest years.

The results show that early literacy risk is present in every country analyzed, although it takes different forms. While some countries mainly face a challenge of scale, linked to the size of the population involved, others show a higher relative incidence of children exposed to difficulties in reading development.

Understanding where risk is concentrated is a necessary step to act in time. Making the problem visible is the first step; understanding it early widens the opportunities for intervention.

The PISA 2025 results confirm that difficulties in building reading skills remain one of the main education challenges in Latin America and the Caribbean. On a simple average across the region’s 13 participating countries, almost 6 in 10 fifteen-year-old students are below Level 2 in reading, the minimum proficiency level that PISA considers students should have reached.

The region also sits well below the main international benchmarks. The simple average for Latin America and the Caribbean was 389 points in reading, compared with 461 points for the OECD average. Even Chile, the region’s best performer with 436 points, was 25 points below that benchmark. The gap is even wider compared with the top-performing systems: Singapore reached 535 points.

This report shows that the decline is not exclusive to the region —between 2018 and 2025, 56 of the 74 education systems with comparable data recorded statistically significant drops in reading— but it confirms that Latin America and the Caribbean faces this trend from considerably lower levels of performance. The comparison with PISA 2022 shows no signs of recovery either: among the 12 countries with comparable data, none improved its performance in a statistically significant way, and six recorded declines: Guatemala, Paraguay, Peru, Chile, Argentina and Uruguay.

Socioeconomic inequalities are another central dimension of the challenge. In every country with available data, students in the most advantaged 25% perform better in reading than those in the most disadvantaged 25%, with gaps of up to 93 points. On average, around 75% of students in the most disadvantaged quartile are below Level 2, compared with 38% in the most advantaged quartile.

Key findings

• Almost 6 in 10 students in Latin America and the Caribbean are below Level 2 in reading.
• The simple regional average was 389 points, 72 points below the OECD average of 461.
• None of the 12 countries with comparable data improved significantly compared with PISA 2022; 6 recorded significant declines.
• The recent decline was sharper in reading than in mathematics, while science was more stable.
• Socioeconomic gaps in reading performance reach up to 93 points.
• On average, around 75% of students in the most disadvantaged socioeconomic quartile are below Level 2, compared with 38% among the most advantaged.
• The narrowing of some socioeconomic gaps is mainly due to larger declines among the most advantaged students, not to substantial improvements among the most disadvantaged.

PISA looks at reading skills at age 15, but these skills are built throughout the entire educational trajectory. The results therefore reinforce the importance of developing foundational reading skills from the earliest years and sustaining them throughout schooling. The challenge is not only to reverse recent setbacks, but to build the conditions to develop, sustain and deepen reading skills throughout schooling.

The meeting took place on September 22 at Education House, the venue that brings together education-related initiatives and events during General Assembly week. Under the title “Literacy on Time: A Latin American Commitment” (“Alfabetizar a tiempo: un compromiso latinoamericano”), it convened representatives of international organizations and the region’s main philanthropic organizations supporting the improvement of early literacy.

According to the Early Literacy Risk Indicator (IRA), developed by the Instituto de Evidencia Educativa, 20 million children aged 6 to 8 in the region face risks to their reading development during the early literacy stage. Evidence shows that acquiring solid reading, writing and comprehension skills in time is decisive for continued learning and for developing higher-order skills. Literacy fosters individual freedom, helps reduce inequalities, strengthens citizenship and social cohesion, and promotes employment, productivity and economic development.

Progress by governments and civil society

The meeting acknowledged the progress made in recent years by both national and subnational governments in the region, as well as the growing support of civil society for this work. Highlights included commitments from political leaders and senior officials, greater coordination with civil society and other sectors, and improvements in learning indicators in specific territories.

Representatives of multilateral organizations included Jaime Saavedra (Regional Director for Human Development, Latin America and the Caribbean, World Bank), Lucia Dellagnello (Deputy Director for Education and Skills, OECD), Jesús Schucry Giacoman (Director of the Department of Human Development, Education and Employment, Organization of American States) and Luis Scaso (Director of the Office of the Organization of Ibero-American States (OEI) in Argentina).

A wide range of Latin American foundations supporting the improvement of early literacy in the region took part, including Fundación Compartamos, Fundación Coppel, the Jacobs Foundation, Fundação Lemann, Fundación Luker, Fundación Pérez Companc, the Tinker Foundation, Instituto Natura and Promotora Social México.

Participants agreed that significant change is possible in short periods of time when the components that evidence identifies as essential for early literacy policies are implemented in a coordinated way: focused initial and in-service teacher training, appropriate curricula and resources, and evidence-based practices.

A window of opportunity

Participants stressed the need to keep strengthening political commitment to this issue in Latin America.

The region is going through an unprecedented moment, with a higher level of coordination among governments, international organizations, philanthropy and civil society, which represents a concrete opportunity to accelerate improvements in early literacy. Sustaining and deepening this momentum requires public leadership and resolve, concrete goals on what it means for a student to be literate, sustained and effective investment, and education information, management and assessment systems.

At the meeting, organized by the Regional Literacy Alliance —made up of Fundación Arcor, Fundación SURA, the Instituto de Evidencia Educativa and Instituto Natura—, participants highlighted the potential of greater coordination among international organizations, governments, civil society and philanthropy to translate this momentum into concrete improvements in early literacy in the region, with 2030 as the horizon to accelerate progress on this strategic agenda for Latin America.

The Education Journalism Community — Inform to Transform is an initiative of the Instituto de Evidencia Educativa (IEE) aimed at strengthening media coverage of education challenges in Latin America, with a special focus on early literacy.

More than a training space, it is a regional community for professional exchange. The program brings together journalists from different countries in the region to promote the rigorous use of evidence, professional exchange and access to specialized sources. Through virtual meetings and an intensive in-person experience, participants share diagnoses, compare perspectives and build relationships that enrich their coverage.

Purpose

To strengthen media coverage of education challenges in Latin America through the rigorous use of evidence, the exchange of experiences and the building of a regional network of journalists.

Who it brings together

The community is made up of Latin American journalists with experience covering education or public-interest issues, the ability to influence public debate in their countries and a willingness to take an active part in a regional space for professional exchange.

First Cohort of the Community · 2026

The first cohort is made up of twelve journalists from six Latin American countries: Argentina, Brazil, Chile, Colombia, Mexico and Peru. Having two journalists per country seeks to promote a diversity of perspectives, regional exchange and long-term professional relationships.

AR

ARGENTINA

Ricardo Braginski

Clarín

Editor of the Society section, specialized in Education. BA in Communication Sciences (UBA), fellow at the University of Michigan and MBA from UADE. First ADEPA Prize for Journalism in Education (2017) and UBA Career Achievement Award in Journalism (2018). University professor and coordinator of the Journalism program at Universidad de Palermo.

Alfredo José Dillon

Infobae

Journalist, teacher and researcher. PhD in Social Sciences (UBA), Master’s in Journalism (UdeSA) and BA in Literature (UBA). Professor at the Pontifical Catholic University of Argentina, where he co-directs the Audiovisual Studies Program. Education and culture columnist at Infobae.

BR

BRAZIL

Isabela Palhares

Folha de S.Paulo

Leading Brazilian journalist specialized in covering education policy and practice. A Journalism graduate from PUC-Campinas, she has built her career writing about education since 2015, from early childhood to graduate education.

Paula Ferreira

Estadão

Journalism graduate with a Master’s in Communication from the Federal University of Rio de Janeiro (UFRJ). 2015 Esso Award in the “Education” category. Brasília-based reporter for Estadão, covering education, health, security and the environment.

CL

CHILE

Roberto Gálvez

La Tercera

Journalist and editor with more than 17 years of experience. Chronicle coordinator at La Tercera and regular contributor to Radio Duna, covering education policy, national affairs and institutions.

Dierk Gotschlich

El Mercurio

Media graduate from Universidad Adolfo Ibáñez. More than 8 years in print media, focusing on daily news and on the public and private education agenda. Coordinator of the City team at El Mercurio.

CO

COLOMBIA

Paula Casas Mogollón

El Espectador

Journalist with the LATAM Young Journalists Network, specialized in education, health, science, environment and human rights. Fellow of the IAPA and the Dart Center (Columbia). Two-time winner of the Constructora Capital Environmental Journalism Award and winner of the Simón Bolívar Award for written reporting.

Mateo Chacón Orduz

El Tiempo

Graduate in Social Communication and Journalism from Universidad Central de Colombia. Deputy editor of the Vida section, focused on Education, at EL TIEMPO Casa Editorial, where he leads coverage of public policy, the school system, higher education and science communication.

PE

PERU

Augusto Townsend Klinge

Comité de Lectura

Lawyer, journalist and social entrepreneur. Law graduate from PUCP, with a specialization in the Economics of Climate Change from Cambridge (Chevening scholar). World Economic Forum Young Global Leader (2014). Former Chief Economics Editor at El Comercio; today Founder and Chief Curator of Comité de Lectura.

Sebastián Ramírez Mendoza

El Comercio

BA in Communication from Universidad de Lima, with postgraduate studies at Universidad del Pacífico and ESAN. Writer and reporter for the National section of El Comercio (citizen complaints, public policy, cybersecurity, education). Founder of the independent project @chinoperiodista.

MX

MEXICO

Alma Paola Wong

Grupo Milenio

Journalist with almost two decades of experience and a degree in Communication Sciences from UNAM. A leading voice on education. Special affairs reporter and host at Grupo Milenio.

María Cabadas

El Universal

Graduate of the Carlos Septién García School of Journalism, specialized in national affairs, health and education. Reporter for the Nation section of El Universal. National Journalism Award (Club de Periodistas de México) in the Reporting category.

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Buenos Aires, June 23, 2026. In Latin America, the learning crisis is an unavoidable challenge: eight in ten children reach age 10 without understanding what they read. To reverse this “learning poverty”, as described by the World Bank, which deepens inequalities and limits the future of millions of students, Fundación Arcor, Instituto Natura, Fundación SURA and the Instituto de Evidencia Educativa have signed a cooperation agreement.

Through this strategic alliance, the four institutions join forces to foster collaboration and coordination among the countries of the region, involving the public sector, international organizations, the third sector and key education leaders.

The alliance aims to facilitate ongoing exchange among different actors with three core purposes: making literacy a central priority on public agendas, driving greater political commitment to the issue, and supporting the strengthening of public policies in this direction.

A collaborative ecosystem to tackle the problem

These actions will complement local strategies to improve reading and writing in each country. Fundación Arcor, the Instituto de Evidencia Educativa, Instituto Natura and Fundación SURA will promote initiatives to encourage international exchange among leaders and organizations from Argentina, Brazil, Chile, Colombia, Mexico and Peru, which together account for about 70% of the region’s students. This effort will serve the work that civil society organizations are already doing to support the public sector in these countries.

This effort adds to a series of actions that governments and organizations from different sectors are carrying out to improve reading and writing in Latin America, such as the Reading Comprehension Movement (Movimiento por la Comprensión Lectora), a coalition of more than 350 organizations from different countries supporting governments’ work to improve early literacy indicators.

This alliance reflects an unprecedented level of commitment and collaboration among civil society organizations to improve education in the region, supporting the implementation of public literacy policies. It tackles a structural problem in education through collaboration and exchange among actors from different countries, building an effective strategy to reduce inequality and secure the development and competitiveness of Latin America’s future.

Testimonials

“The evidence is clear: more than 20 million children in Latin America and the Caribbean are at risk of not developing the reading skills they need to learn. In the face of this reality, inaction is not an option. This alliance is born out of urgency and the conviction that education systems can improve when decisions are based on evidence and goals are shared. At the Instituto de Evidencia Educativa we will provide rigorous evidence to guide action and track progress, because ensuring literacy on time is key to expanding the opportunities of millions of children in the region.”

“When we work as a network, we expand our capacity to understand challenges, build solutions and create impact. This regional alliance is born from a shared conviction: early literacy is an enabling condition for children to keep learning throughout their lives. By connecting evidence and experiences from different actors and countries, we strengthen a common agenda that promotes better-informed decisions and helps transform education in Latin America in a sustainable way.”

“For Fundación Arcor, signing these agreements is a strategic step to strengthen our commitment to early childhood and education in Latin America. These alliances allow us to build capacity, bring knowledge together and expand the reach of actions that create opportunities from the earliest years. We firmly believe that collaborative work is key to driving sustainable transformation in Latin America.”

“For Instituto Arcor Brasil, these agreements are an opportunity to consolidate and expand our work for early childhood and education in the country. Working with strategic partners strengthens our initiatives and allows us to have greater impact on the ground.”

“Literacy at the right age is the foundation of equity and one of the keys to driving development in Latin America. At Instituto Natura we understand that we need to move from isolated efforts and experiences to true coalitions that mobilize and support state policies. This alliance among foundations was created precisely to consolidate cross-border collaboration. By joining forces, we can advance the right to read and write at the right age as a non-negotiable commitment for our entire region.”

“This alliance is much more than an agreement among foundations. At Instituto Natura, we are convinced that real transformation happens on the ground, when actors with different perspectives share diagnoses, evidence and common strategies. Literacy at the right age is not just a pedagogical goal: it is the gateway to breaking cycles of inequality in Latin America. That is why working with Fundación Arcor, Fundación SURA and the Instituto de Evidencia Educativa is essential: we are four organizations with a regional presence in many countries, and together we have the capacity and commitment to transform education across the region.”

In practice, researchers and policymakers often live in different worlds. More than four decades ago, psychologist Nathan Caplan described this reality as the “two communities” problem, characterized by mismatched languages, conflicting incentives and distant timelines. To address this challenge and build strategic bridges, the Instituto de Evidencia Educativa took an active part in the international conference organized by the Jacobs Foundation in Zurich.

Under the title “From Evidence to Action: Charting the LEVANTE Roadmap for Impact in Education Systems”, the event became a key opportunity to explore the variability of children’s learning. The central premise of the LEVANTE initiative is a fundamental critique of traditional models: education systems designed for an “average” student —who does not exist in reality— end up failing because they do not account for learning trajectories that are deeply heterogeneous and context-dependent.

Romina joined the panel “Moving the needle in education: coalitions, funding and working with governments”, alongside representatives of Fundación Empresarios Por la Educación (Colombia), Latimpacto and La Gran Alianza Educativa (Panama).

The conversation revolved around a central question: how to turn philanthropic commitment into sustainable transformation at scale.

At the IEE we brought one conviction: coalitions among philanthropy, civil society and governments are a necessary condition for moving the needle in education. And evidence is the tool that makes that conversation strategic and more effective.

During the meeting, Ibarzábal presented on combining evidence and collective leadership as a tool to drive change in education policy. He also shared the progress of the Reading Comprehension Movement, a regional initiative the Institute has been building together with many actors in the sector.

The first day included a dinner with the First Lady of Singapore and leaders of the local education ecosystem, in an exchange with leaders working at different levels of education systems worldwide.

The forum brought together organizations and people committed to transforming education around the world, and was an opportunity to strengthen alliances and plan joint actions for the future.