Today’s Literacy Headlines

Adults can offer prompts, reading suggestions, and support, but that what’s most important is that young writers own their work, discover their own processes, experience encouragement but not too much intrusion from adults. As with so many other aspects of teaching or parenting, we may never know what sticks. But if we can help set the wheels in motion, we can let young writers take it from there.

Stitching data literacy lessons into early elementary school curriculum can be simple, given that young children can understand data use and concepts since they’re typically using data already without even realizing it, math curriculum experts say. Tracking the weather and tapping into a child’s natural curiosity are two ways to build young learners’ understanding of data.

These tips for using artificial intelligence with younger learners guide teachers to age-appropriate exploration of this technology. The heart of the challenge is to remember that when we evaluate how new tools work with our students, those tools may change the process of instruction, and that’s OK. 

By planning more collaborative and communicative conferences, teachers can foster strong relationships with families that last all year long. The more teachers make the process accessible, the higher the likelihood that caregivers will show up and contribute to helping support their student’s growth. Families can be brought in with simple communication tools before conferences even begin. Planning ahead for translators where needed and providing families context about their child’s progress in advance helps them prepare to engage in conversation, which ensures that the meetings are more collaborative and equitable. 

The Emerson challenge is a direct response to work the St. Louis NAACP is doing to improve reading scores and close the literacy gap for Black students, said Jesse Dixon, an Opportunity Trust consultant and one of the project leaders for the challenge. The branch also launched a campaign this year called Right to Read, which is working with superintendents, teachers, parents and nonprofits to get all third graders in the city and county of St. Louis reading well by 2030. 

In The Walk, a child and her grandmother put on their jackets and hats and leave their house. They stop at home, stores, and even the barbershop — smushing their faces up against glass windows, knocking on doors, inviting friends and neighbors to join them on their walk. The group is made up of young and old — one woman with a walker, kids holding hands. The procession grows and grows as they reach their destination: the polls. It’s time to vote. “The message is clear,” says author Winsome Bingham, about her 2023 children’s book. “We’re stronger together. That’s the message.”

Illinois’ Kindergarten Individual Development Survey, or KIDS, can predict how students will perform on state standardized tests, such as the Illinois Assessment of Readiness, in third grade, according to a new report. Researchers also found that white and Asian American students scored higher in KIDS than their Black and Latino peers and students who were eligible for free or reduced lunch, English learners, and students with disabilities – a gap that continued to grow larger in third grade.

What’s the best way to help young Latino students and/or young kids who are still developing proficiency in both English and another language, known as dual language learners, or DLLs? It’s one of the most stable findings in education research: These kids uniquely benefit from early education programs. Why? It’s simple: because these programs give them an early start on English acquisition and sometimes provide them with opportunities to keep growing in their native languages. 

Disciplinary literacy goes beyond the idea of reading widely in the content areas and their own vocabularies. It underscores that the tools one uses when conducting a literary analysis is different from those one would use to peruse a scientific technical study. But the connection to the general goal of skilled reading is clear: Learning how to read in different disciplines can enhance the content knowledge that underlies reading comprehension. Timothy Shanahan, who sat on the 2000 National Reading Panel and later helped develop the concept of disciplinary literacy, took questions from EdWeek on how it fits into K-12 schools’ larger aims on reading.

It is imperative for WIDA to explicitly integrate phonological awareness and word recognition skills into their standards, proficiency level descriptors, and assessments. This integration would ensure that ESOL programs can better support multilingual learners by aligning their instructional approaches with the structured literacy training that educators are receiving under recent literacy legislation.

Propelled by impressive academic recovery metrics, Superintendent Tony Watlington has curriculum rollouts, facilities improvements and more on the agenda. We recently caught up with Watlington to learn more about the lessons learned so far from the rollout of Accelerate Philly, what he credits the district’s impressive academic recovery to, and where he thinks pandemic relief funds were best invested. 

Teaching the historical method—the way in which history is researched, interpreted, and written about—poses many challenges. Nevertheless, introducing students to the historical method will go a long way in helping them understand how history comes to us, the manner in which it is recorded and preserved, and some of the common pitfalls of studying history. Understanding the historical method can strengthen students’ writing, reading, and analytical skills. Short activities built on examining photographs, artifacts, and other resources from the past can help students think like historians.

Universal literacy screeners are valid and reliable assessment measures that are given to all students three times a year. They are brief measures of reading skills that don’t take up a lot of class time when administered (about one minute long and mostly online). Likewise, the results are immediately available to analyze. Screeners can certainly identify students at risk for reading difficulties, but they can also identify skills a majority of students may be struggling with that could be addressed in Tier 1 instruction.

With Thanksgiving and National Native American Heritage Month celebrations on the horizon in November, there are ways that schools can look to local organizations representing Indigenous people to ensure lessons and curricula involving Native Americans are accurate. Schools can look to tribal organizations and nonprofits representing Indigenous people for resources to improve curricula.

Does the arrival of English learners in a school district and the resulting need to invest resources in serving them hurt the academic outcomes of U.S.-born, non-English learners? Is the growing English-learner population leading to adverse effects on other students? No, says a new study published in an American Educational Research Association journal this month. “At least in the context of Delaware, … we do not find an adverse effect on the educational outcomes of students in host communities, and we even find positive effects for existing English learners, either current or former.”

To the best of my knowledge, “When We Flew Away,” by the acclaimed novelist Alice Hoffman, is the first book to imagine Anne’s life in the years before the diary, as the persecution of Jews in the Netherlands mounted. Starting in May 1940, just before the Nazi invasion, and continuing up to the day the Franks went into hiding, in July 1942, the novel envisions what Anne might have been like before the cataclysm that shut her away from the world and made her into “the voice of the Holocaust,” as Hoffman describes her in an afterword to the novel.

Kindergarten readiness assessments can reveal if children are in need of additional supports and identify students’ baseline skill levels, but they can be time-consuming and disrupt the process of young students acclimating to school, according to teacher insights released Thursday by the U.S. Government Accountability Office, an independent watchdog of the federal government. Some teachers also voiced concerns about assessment accuracy and the assessments’ relevance for instruction.

Many preschool children spend too much time indoors huddled around screens. Despite the fact that time in nature increases opportunities for play and exercise, boosting children’s health and development and reducing hyperactivity — the bane of our short-attention span era — most American preschoolers don’t get enough time outdoors, according to a new national report from the National Institute for Early Education Research (NIEER). “Outdoor nature-based learning is vital for young children’s health, development, and education .. Increased screen time and reduced exposure to nature are linked to serious health problems, such as obesity, diabetes, hyperactivity, stress, asthma, and allergies.”

At Partnership Schools, we are excited that so many Ohioans are excited about the “science of reading.” In 2023 legislation that took effect this school year, Governor DeWine and the General Assembly have mandated that all reading curricula follow this approach—one we know well, since Partnership Schools have implemented it for over a decade. So what have we learned so far about effectively implementing research-backed reading curricula in our classrooms?

Author and educator Doug Lemov says carving out time to read-aloud with middle school or even high school students can help improve fluency and strengthen the comprehension muscles we want them to flex: “analysis and interpretation cannot happen without a fluent reading,” he said. Meanwhile, a 2013 study focused on middle school read-alouds found they can help model positive reading behaviors for reluctant readers, expose students to beautiful language and literature, and guide them toward higher-level thinking. 

The Philadelphia school district’s demanding new English language arts curriculum is getting mixed reviews from teachers. One of their major complaints is that they must spend a lot of time making sure they can use provided materials in their lessons. They also say there is not enough class time to help lagging readers, and that they haven’t been adequately trained to teach the new curriculum. At the same time, teachers do not dispute its emphasis on the science of reading, which is now generally accepted as the best method for literacy instruction. There are also indications that teachers are seeing students engage better with reading materials and demonstrate stronger literacy skills.

Like worksheets, question cubes use pre-made question sets, but they lead to a much different kind of engagement by incorporating collaborative learning strategies. Research has shown repeatedly the value of interactions with others in student engagement. Collaborative learning increases social skills, promotes creativity, develops higher-level thinking skills, and overall leads to a better learning experience, which in turn leads to deep learning.

Leveled books have been a staple in early elementary reading instruction for more than two decades, with 61 percent of K-2 and special education teachers having said that they use them for small group work. But as the “science of reading” movement has spread, these texts have come under fire. Initially, they encourage students to guess at words rather than use their phonics skills, researchers say, which can prevent children from mapping the letter-sound connections that allow them to become fluent readers. A second problem is how they sort students into levels. 

Baseball is America’s game, one of our most enduring and exuberant inventions. The speed and finesse of its stars have inspired generations of young people. In a pair of new books set about a century ago, baseball is thrillingly played by two Black girls pursuing their passion in the face of tremendous obstacles. Both “hold fast to dreams,” as Langston Hughes exhorted, as well as to the line drives they dive to catch.

High-quality out-of-school-time programs play an important role in children’s holistic development, extending and complementing their academic experiences in valuable ways. Research shows that participation in high-quality programs can improve academic outcomes — a critical benefit as school and district leaders decide what’s best for their students, and part of what made these programs such an appealing target for stimulus money. But what’s really special about them isn’t just the opportunity to improve academic skills. It’s that they are — simply put — fun. 

As an intervention teacher, I’m afforded an opportunity to advocate for students across their school day. By forming connections and letting them know I’m in their corner, I hope to build stronger relationships with them that give them motivation to work even harder or challenge themselves further. Of course, students can improve without this connection, but building relationships can accelerate this process. Kids want to work hard, learn how to read, feel confident, and meet their goals. 

The Ship in the Window is the story of Mabel, the mouse, who lives in a little cabin on a lake. She lives with a boy and his father, whose prized possession is a model ship. Mabel dreams of taking the ship out on the lake, but the father doesn’t let anyone get near it. Until one night, Mabel finally gets her chance at adventure. The Ship in the Window is illustrated by Caldecott Medalist Matthew Cordell.

“A really important pillar of Norway’s early ed philosophy is the value of childhood in itself,” said Henrik D. Zachrisson, a professor at the Centre for Research on Equality in Education at the University of Oslo. “Early ed is supposed to be a place where children can be children and have the best childhood possible.” The government’s view isn’t that child care is a place to put children so parents can work, or even to prepare children for the rigors of elementary school. It’s about protecting childhood.

There’s no question that many American parents desperately need more support. Yet the surgeon general is missing one important strategy that is within the control of every parent: a look in the mirror. What if the ways in which we are parenting are making life harder on our kids and harder on us? What if by doing less, parents would foster better outcomes for children and parents alike?

If there’s a toddler in your life, chances are you know the name Sandra Boynton. Reading her board books to little ones at bedtime is part of the nightly ritual in homes across America. For our Weekend Spotlight series, John Yang visited Boynton on her farm in Connecticut.

Teachers of every content area can introduce place-based learning that encourages students to understand the vital importance of rivers in multiple contexts.

Oftentimes teachers and other adults can forget what it’s like to be a student learning information for the first time. Additionally, there are other issues that can influence the ability to retain information. “The more you know, the easier it is to learn new things,” said Daniel Willingham, a professor of psychology at the University of Virginia. When children learn new information, their ability to take in that information is informed by their prior knowledge of a related topic.

There are concrete ways to support neurodivergent students right now and all year long that can decrease their stress and improve the likelihood of positive outcomes. Yes, these students have unique challenges. But each and every one of them also has unique strengths, and we have the opportunity to boost their confidence and nurture their strengths.

In the last few years, school districts across the country have seen significant declines in reading and math, leading to lower test scores. Parents of Black and Latino students, in particular, feel schools are failing their kids, and many young people have stopped attending class altogether. While students struggle, large school districts keep fiddling around the edges with incremental changes that won’t make a difference fast enough. Things are different in the Houston Independent School District. One year into the state intervention in the district, our results show meaningful growth for students and schools because we’ve embraced wholesale systemic transformation.  

Roughly 1 in 5 children in the United States are estimated to be neurodivergent, with a range of learning and thinking differences. Those differences have nothing to do with intelligence—but derive from how their brains receive, process, and respond to information. For educators to more effectively support such students, they need to first understand some basic facts and figures. Here are data snapshots of five common types of neurodiversity and learning differences in students.

Parents can improve kids’ reading comprehension by limiting their screen time and sharing books with them. Children of parents who encourage reading perform better at reading comprehension and, equally significant, at understanding social experiences and creating mental constructions of others’ behavior. 

As spooky season approaches, the master of children’s horror recommends creepy-crawly classics and modern thrills for young readers.

Authors John Schu, Jas Hammonds, Jonell Joshua and Elvira K. Gonzalez spoke at the Brooklyn Book Festival on representation in YA and children’s books. “Books can be the perfect prescription to let us know that we’re going to be okay,” said author and children’s librarian John Schu during a panel at the Brooklyn Book Festival. “Stories affirm our experiences.”

A bestselling author of books for young readers was announced Tuesday as one of 22 winners of the 2024 John D. and Catherine T. MacArthur Foundation Fellowship, widely known as the “genius grant.” Jason Reynolds ’05 will receive a $800,000, no-strings-attached award in recognition of his work “depicting the rich inner lives of kids of color and ensuring that they see themselves and their communities in literature,” the foundation said.

“Deficits-based” approach vs “strengths-based” — such drastically divergent approaches to neurodiversity can be confusing to classroom teachers aiming to find meaningful ways to support neurodiverse students. Many education experts advise that teachers should take a “middle-of-the-road” stance, espousing the benefits of a strengths-based approach to teaching neurodiverse students while cautioning against referring too readily to neurodiverse diagnoses as “superpowers.”

In celebration of Latinx Heritage Month, SLJ reviews director Shelley Diaz will speak with Newbery Medalist and National Ambassador of Young People’s Literature Meg Medina about Latinx representation in children’s literature, her most recent picture book,  No More Señora Mimí, upcoming projects, and more on Monday, October 14 from 1 to 2 p.m. ET. Medina is the 2019 Newbery Medal winner for Merci Suárez Changes Gears. 

To better support my fifth-grade multilingual students, I started to incorporate strategies that I learned through Guided Language Acquisition Design (GLAD) into our small groups. Project GLAD is a teaching method that uses diverse strategies to help bilingual students learn both content and language at the same time. With just a few strategies, I noticed an increase in engagement as measured by participation. 

While tutors can facilitate the reading process, students need to be self-motivated. Tutors can help students pronounce words and teach them the basic building blocks of reading. However, if students don’t read on their own time, they can’t take their skills to the next level. That’s why it’s so important for teachers and families to impart kids with a love of reading. The combination of phonics and a genuine interest in reading creates lifelong learners.

Education Week interviewed five high school students who attend Jemicy School, an independent co-ed school for grades 1-12 in Baltimore that specializes in serving students with dyslexia and related language-based learning differences. The students opened up about their individual journeys with dyslexia, explained what the diagnosis has come to mean to them, and offered some advice for teachers.

Whether a student has dyslexia, dyscalculia, dysgraphia, or any other neurodivergent condition that makes learning harder for them, such as attention-deficit/hyperactivity disorder, it helps for them to have a basic understanding of why they struggle to learn or do things when their neurotypical peers don’t. It can improve students’ confidence and their ability to advocate for themselves in the classroom, which is an especially important skill when they get into high school, college, and the workforce, say experts.

The data indicates that of 10,225 public K-12 students ages 3 to 21 who were tested last year for a specific learning disability in the area of reading, 4,747 students (46.43%) were eligible for special education services. More than one-fourth of students in grades K-3 were placed on a reading improvement plan in the 2023-24 school year. Of those, 22,538 students (94.64%) were reported to improve during the year.

Works by Ada Limón and Peter Sís, Randy Cecil, Lucy Ruth Cummins and more depict the poetry, wonder and droll humor inspired by the great beyond.

Just as technology has transformed the way we conduct research, it has also opened new possibilities for enhancing our educational practices. Similarly, the rise of generative AI presents countless opportunities for innovation in education. To illustrate, I share a few practical applications of AI across different educational settings. These AI tools are designed to enhance the teaching process, saving valuable time while ensuring that tasks such as creating rubrics, developing questions, and communicating with families are handled efficiently.

When 19-year-old Aleysha Ortiz told Hartford City Council members in May that the public school system stole her education, she had to memorize her speech. Ortiz, who was a senior at Hartford Public High School at the time, wrote the speech using the talk-to-text function on her phone. She listened to it repeatedly to memorize it. That’s because she was never taught to read or write — despite attending schools in Hartford since she was 6. Ortiz, who came to Hartford from Puerto Rico with her family when she was young, struggled with language and other challenges along the way.

St. Louis is a poor city. Its school district serves a higher share of children living in poverty than 95% of communities nationwide. Decades of research has shown that growing up in poverty hurts academic outcomes. So what can reasonably be expected of children in places like St. Louis? Through no fault of their own, they are more likely to have lower reading and math scores. But how much lower? Based on demographics, 31% of the city’s third graders should be reading at grade level. The actual number is 20%.

In new book, child development expert Dan Wuori dismantles notion of early child care as a form of ‘industrialized’ babysitting. Wuori says babies learn from birth and their time outside the home should be treated as schooling, not as a place for them to be watched over while their parents work. “All environments for young children are learning environments,” he said. “The question ultimately comes down to, “Is your child in a good one?”

A new graphic novel makes a powerful case that if these two men had never met, 20th-century pop culture might have taken an entirely different course. “The Mythmakers” takes us through 20 years of deep intellectual friendship between Lewis and Tolkien — which widened to include the social circle around them, known as the Inklings — but it’s just as interesting when documenting the slow, regrettable shipwreck of that friendship. 

Across New York City, schools have changed curriculum materials and teaching strategies, a significant shift in a system where school leaders have long held autonomy over instructional choices. The mandate has prompted a torrent of debate and discussion—cautious optimism, on the one hand, that a standardized approach will lead to better outcomes; skepticism on the other that new materials will actually meet students’ needs, and fear that implementation challenges could derail the entire project.

Exit tickets help students take responsibility for the content they’ve learned and encourage students to reflect about important concepts from class. They also serve as a formative assessment, providing immediate feedback for both teachers and students, and even allow teachers to check in on students’ social and emotional well-being. These ideas for using exit tickets for formative assessment and to quickly see how students are feeling may be particularly helpful for new teachers.

Just like many areas of reading instruction, we can look to the research to understand more about the relationship between foundational skills and reading motivation. A recent meta-analysis of motivation and reading achievement found that, on average across over 132 studies, early reading was a stronger predictor of later motivation than early motivation was of later reading (Toste et al., 2020). In other words, children’s skill in reading is likely to help drive their motivation over time, but their motivation may not drive their growth in skill to the same level over time. Highly motivated young readers need knowledge and skills, not only motivation, to drive their continued growth in reading.

Decades of research have shown that children who are born into low-income households have less access to opportunities like high-quality child care and afterschool activities. Now, a 26-year longitudinal study has quantified the severity of this opportunity gap for the first time, as well as the sizable impact this has on children as they grow into young adults. Researchers found that while most high-income children experience six or more “opportunities” between birth and high school, nearly two-thirds of children from low-income households have zero or only one opportunity.

The English language instruction students encounter can run the gamut from submersion — where they “sink or swim” in all-English classes — to programs where literacy and subject matter is taught equally in English and a home language. While not all emergent bilinguals — as they’re also called — are immigrants, some districts may offer programs or schools for students who are new to the country.

When it comes to the topic of how to teach early reading, teachers have plenty to say. Their responses point towards a wide level of understanding and interpretation of what the term science of reading means and how to use it to inform teaching. A number of educators have cited concerns about the implementation of shifts in how kids are taught to read, such as a loss of autonomy for teachers. Many question whether it’s a tried-and-true strategy, or just great marketing. But plenty of teachers are taking quite well to the strategy. Educators in this camp are sharing examples of the strategy at work, giving tips for fellow teachers on what activities to try, and even attesting to how the “science of reading” has led to them replace activities that have, in some cases, been in classrooms for generations.

This time — more than 25 years after “Frindle” — the conflict is between Josh Willett, a tech-obsessed programming whiz, and his eccentric, technophobic sixth-grade E.L.A. teacher, Mr. N, also known as Mr. Allen Nicholas. In Mr. N’s class, laptops and e-books are forbidden, and essays must be written (neatly!) on lined paper, in blue or black ink. It’s no wonder Josh dreads his latest homework assignment. But circumstances quickly shift when he stumbles on an old Frindle while looking for a spare pen in his mom’s desk. This leads to an intriguing hypothesis: Might Mr. N be Nick Allen of Frindle fame?

The seven schools ranged widely. Some were large. Some were small. Some were city schools with many Hispanic students. Others were mostly white, rural schools. They used different instructional materials and did a lot of things differently, but TNTP teased out three traits that it thought these schools had in common: “… these schools shared a commitment to doing three core things well: they create a culture of belonging, deliver consistent grade-level instruction, and build a coherent instructional program.