Today’s Literacy Headlines

Memphis students with dyslexia will start receiving targeted reading support this school year through the district’s first universal intervention program in an effort to increase state test scores. Under a nearly $540,000 contract approved by the Memphis-Shelby County school board last month, an outside literacy company will boost support for nearly 5,000 students who show characteristics of dyslexia. But one local reading expert noted that many students struggle with comprehension, which needs intervention beyond foundational skills.

Today’s post continues a series in which educators share potential challenges that might exist in teaching English learners and how to overcome them. Professional learning, strong relationships, high expectations, and support and patience are key.

Much commentary has been offered on the literacy crisis plaguing the country. Massachusetts, often recognized as a leader in student achievement, has experienced the same challenge. Signs of the problem were clear in advance of the pandemic with NAEP fourth-grade reading proficiency rates falling from 50 percent to 45 percent between 2011 and 2019. The most recent 2024 NAEP results for fourth-grade reading in Massachusetts show the proficiency rate has fallen to 40 percent. Yet a recent $25 million state investment in early literacy high-dosage tutoring, spearheaded by Governor Healey, presents a new strategy to reverse the trend.

Echoing backward to the sixth century and forward to “The Lion King,” the play shows young people that stories are resilient against time and chaos.

By fourth grade, only 33 percent of U.S. students are considered proficient in reading, and each year it becomes harder to catch up. U.S. children are not alone in this struggle. Much like the science of reading laws proliferating across the U.S., New Zealand is implementing a national effort to improve literacy, requiring daily class time dedicated to reading and writing instruction. Among several approved options to meet this requirement, the Better Start Literacy Approach (BSLA) was developed by researchers from the University of Canterbury as a targeted, phonics-based teaching approach for five- to seven-year-olds.

Over the course of two generations, from 1984 to 2023, the proportion of 13-year-olds who said they “never or hardly ever” read for fun on their own time has nearly quadrupled, from just 8% to 31%. During that time, the percentage of middle-schoolers who read for fun “almost every day” has fallen by double digits. Doomscrolling. Poor literacy instruction. Overscheduling. These are some of the reasons cited for the generational decline in students reading for fun.

You know, if I ever go for that children’s literature PhD I’ve been hankering after, there are just so many different kinds of thesis topics to consider. Here’s one that I hope to high heaven someone has tried before: Bears and war in books for kids. … [There] are still bears out there that have yet to see their own stories represented. Into that gaping void comes Katherine Applegate. And believe me, when Applegate writes, people read. Her latest middle grade novel is Pocket Bear. With its roots in real history, don’t be fooled by its whimsical cover. There is some seriously good writing going on here.

The COVID crisis catapulted peripheral educational trends into the mainstream, not only creating the opportunity for new schools and spaces to emerge but, more importantly, permanently altering the way parents, teachers, and kids think about schooling and learning. The pre‑pandemic tilt toward homeschooling and microschooling has converged with five post‑pandemic trends that are profoundly reshaping American education for families and founders. Together, these trends are shifting the K–12 education sector from being an innovation laggard to an innovation leader.

According to a HarperCollins survey, most Gen Z parents don’t see reading to their child as fun. The importance of reading as a family can’t be underestimated. It does so much for kiddos, such as expanding their language skills, stimulating their brain activity, and teaching them about concepts and experiences. But the biggest, most wonderful part is what it does for the parent-child bond. Since reading can help relax, it can encourage both the adult and the child to slow down, listen to each other, and chill out. Here’s how to love reading to your kids.

Inspired by a funny request from his children years ago, Roker is finally about to take rainbows into children’s homes, as well as clouds, thunder, lightning, windstorms, hail and even a looming hurricane. These all play starring roles in “Weather Hunters,” a new animated television series he created, which premieres on Sept. 8. The first PBS Kids show devoted to meteorology — along with a healthy dose of earth science — it explains not only familiar occurrences but also what Roker called “gee whizzy” phenomena.

When it comes to reading, especially in special education, we celebrate small victories. A student decoding her first word. Another raising his hand to read aloud. A reluctant reader smiling as she opens a book. But those moments — joyful as they are — shouldn’t be rare. And they shouldn’t feel miraculous. They should be common. I’ve been a special education teacher for seven years. And I’ve seen firsthand what happens when we as teachers believe in students with disabilities — and give them structured, high-quality reading instruction. I’ve also seen what happens when we don’t. 

Today, New Orleans’ public school system looks almost nothing like it did before Katrina hit 20 years ago: All but one of the schools are charter schools, and they all enroll kids from across the city, rather than specific neighborhoods. People in New Orleans have strong opinions about whether the move to charters has been good or bad, but Doug Harris, an education researcher at Tulane University, says the data is hard to argue with. “Test scores, high school graduation rates, college-going, everything improved, and everything improved a lot,” he says. He attributes those improvements to the move to charters — and officials’ willingness to close schools that didn’t meet their standards.

When we talk about great science fiction/fantasy/magical-realism Newbery winners throughout history, I feel like all too often we forget about Tuck Everlasting. This is understandable. Even when it was first released it was a bit of an outlier. Its original cover was quiet, reflective, and downright mysterious. Its first page is deeply literary, only barely hinting at its contents. And like Newbery Award winner A Wrinkle in Time, it has never slotted neatly into a single genre. Is it historical fiction or science fiction? Fantasy or magical realism? A teen romance or a book about childhood? A tragedy or triumph? What we do know is that it is turning fifty this year! Macmillan is kicking everything off by re-releasing a special edition of the book with a new forward from New York Times bestselling author Gabrielle Zevin, an afterword from Natalie’s daughter Lucy, and never-before-seen bonus material that dives into the inspiration behind the book. And just to keep things interesting, they are also releasing a graphic novel adaptation (ALSO on sale today) of the book by creator Katharine Woodman-Maynard.

At least 10,000 more children in New Jersey’s poorest school districts are eligible for a landmark program offering free, high quality pre-K, but haven’t enrolled. By many measures, the targeted preschool program has been successful in boosting long-term academic gains for their students. The state ranks in the nation’s top 10 for child well-being and second for education after Massachusetts, based on fourth grade test scores and high school graduation rates. Supporters worry that the state’s recently established focus on expanding preschool throughout the state could draw attention and resources away from the early-learning program.

The research is clear: The more time students spend in school, the better. So, avoiding unnecessary absences is a key piece of academic recovery. Here are seven things we now know about chronic absenteeism and ways to successfully address it based on a collection of newly published research and surveys of parents, students, and educators. Many districts are partnering with families and community organizations to better understand why kids aren’t in class. As part of this work, leaders have learned their communities have unique and unexpected needs that they can often easily address.

There’s a new picture-book version of “Hansel and Gretel,” written by the novelist Stephen King, with illustrations by Maurice Sendak, the great children’s author and illustrator. Sendak died in 2012; the book uses his designs for a 1997 staging of Engelbert Humperdinck’s opera. Mac Barnett and Jon Klassen, who make picture books together and write a newsletter about the art form, discussed the book via text message.

By changing how they introduce writing activities and revision, teachers can inspire young students to see themselves as writers. When I started my career as a first-grade teacher, writing was the most daunting part of my day. My students could barely write a word, much less a story, and often burst into tears at the mention of writing. However, I can happily proclaim that writing is now my favorite thing to teach. Below are the biggest shifts in my instruction that led there.

For more than a decade, my community of Indian River County, Florida, has committed itself to ensuring that 90% of students read on grade level by the end of third grade. This year, we reached a milestone in this work, with one of our elementary schools exceeding this threshold, a feat achieved by only 3% of Florida schools. Our community’s commitment ensures that third graders get a lot of attention. But our work starts well before third grade. Early literacy begins with early childhood education. In our community, families of newborns get a custom lullaby to sing to their baby. We give families free books and learning kits so they have tools and resources in their homes. We create opportunities for community learning through our connection centers, events, playgroups and more. 

Michigan third grade students had the lowest performance in English language arts in the 11-year history of the state test. Only 38.9% of the third graders were proficient in ELA in the assessments taken last spring, down from 39.6% a year earlier, according to results from the Michigan Student Test of Educational Progress, known as the M-STEP. There are some positive trends: Test scores are up in four out of six grades in both English language arts and math. Still, overall proficiency rates remain below pre-pandemic levels in all subjects and grades except eighth grade English language arts. Those eighth grade students were third graders when schools shut down in spring 2020.

State legislators and other policymakers are trying to change reading instruction, requiring it to align with cognitive science research about how children learn to read. At least 26 states have passed laws about how schools teach reading since APM Reports’ Sold a Story podcast began in 2022. Fourth grade reading scores in the United States have declined consistently since 2015, according to a nationwide achievement measurement conducted by the National Center for Educational Statistics. But proponents of the disproven ideas about reading exposed in the podcast haven’t given up.

Kirkus Reviews, the country’s leading publisher of early book reviews, has just announced the 18 finalists for the 2025 Kirkus Prize. The prize, which is in its 12th year and divided into three categories—Fiction, Nonfiction, and Young Readers’ Literature—will grant its winners $50,000 each, making it one of the richest annual literary awards in the world. Picture book nominees are Island Storm by Brian Floca, illustrated by Sydney Smith and Everybelly by Thao Lam.

Siblings loom large in children’s literature, and for good reason. Despite the relationship’s infinite varieties, it’s always a story. If the essence of story is Desire meets Danger over Time, siblings are a built-in plot, particularly during childhood, when sharing a house guarantees that every Desire is common knowledge and therefore prey to Dangers large and small. Accordingly, children’s books contain some of the most intense and memorable sibling relationships in literature. For young readers, these depictions can serve as models, wish fulfillment or revenge fantasies. For parents, the drama on the page may offer an opportunity to talk about the drama in the dining room. Here are some of my favorites, starting with the ur-moment of siblinghood.

You probably know of, have read, or at least have heard of the children’s picture book classic We’re Going on a Bear Hunt. But did you know that it almost was not about a family going on a bear hunt and encountering many obstacles along the way? “I thought it could be a bit like Carnival,” says author Michael Rosen. “There could be all sorts of different characters — giants and monsters and kings and queens — and they’d all be walking after a guy in a bear suit.” At the end, Rosen imagined, the guy in the bear suit would take off his bear head and all the other characters would say, “Oh, it’s a guy in a bear suit,” and then run away. “It wasn’t a great idea, I confess,” says Rosen. Luckily, illustrator Helen Oxenbury didn’t pay any attention to it.

At Barbara Morgan STEM Academy, an elementary school in Meridian, Idaho, students approach nearly every subject through a STEM lens. As fifth-grade teacher Jamie Schildknecht explains, “So many of the problems in the world—and [the ones] that we’re going to solve in the future—are going to be solved through scientific thinking. Even if the students are not becoming scientists, those ideas of collaboration, critical thinking, and communication are going to tie into anything they end up doing.” This perspective is particularly powerful for elementary students, whose natural curiosity drives them to learn about the world around them. Teachers at Barbara Morgan harness this curiosity and create meaningful projects for the students by pulling in real-world science challenges.

More than 3.6 million children born in 2020 amid the COVID-19 pandemic who are walking into elementary schools across the country this fall. They’re children who came into a world full of masked adults dousing themselves in hand sanitizer. Many spent the first year of their lives either in isolation in lockdowns or with only a handful of trusted people in their bubbles. And the long-term impact on these “COVID kindergartners” remains unclear. Research shows that early childhood experiences can have lasting effects on development and growth, according to a 2023 study published in the Journal of the American Medical Association Pediatrics (JAMA Pediatrics). While nurturing experiences can increase cognitive capabilities and academic achievement, early life disadvantages can lead to a persistent deficit in skills to manage adversity, stress and self-esteem. It follows then, that parents, experts and educators are hypervigilant, tracking how the hardships of the pandemic may manifest in this generation.

Natalie Babbitt’s “Tuck Everlasting” isn’t a long book. Its just-published 50th-anniversary edition runs well under 200 pages, and a dozen of these are devoted to an introduction by novelist Gabrielle Zevin, a short memoir by Babbitt’s daughter, Lucy, and an appendix reproducing some of the book’s working notes. Still, it has taken me almost a quarter-century to finish this wondrous story about a young girl’s encounter with a family of immortals. I began reading “Tuck Everlasting” in 2001 but only reached the last, heart-wrenching page this month. That almost seems like … forever. Let me explain why it took so long.

Researchers are rigorously studying large-scale tutoring efforts around the nation and testing whether effective tutoring can be done more cheaply. A dozen researchers studied more than 20,000 students in Miami; Chicago; Atlanta; Winston-Salem and Greensboro, North Carolina; Greenville, South Carolina; schools throughout New Mexico, and a California charter school network. Their preliminary results were “sobering,” according to a June report by the University of Chicago Education Lab and MDRC, a research organization. The researchers found that tutoring during the 2023-24 school year produced only one or two months’ worth of extra learning in reading or math — a tiny fraction of what the pre-pandemic research had produced.

Most kindergarten programs have become more academic-focused—leaning into instruction that emphasizes teaching students to read and gain basic math skills and moving away from activities like self-directed play (through centers like painting, blocks, and “dress up”). EdWeek asked readers to weigh in via a social media poll on the topic. Many respondents attributed early learners’ increasing lack of self-control to kindergarten programs whose expectations don’t necessary align with students’ abilities and readiness.It’s unlikely that kindergarten will ever revert completely to the play-centric introduction to formal education that it once was. But perhaps amid the vocal pushback—from both adults and kindergartners—kindergarten programs will examine more closely the dual goals of meeting academic standards for young learners with a propensity toward playfulness.

According to Manhattan Public Library children’s librarian, Hannah Atchison, one of the many benefits of wordless picture books is the groundwork they lay for interpretation: “Reading is an interpretation of symbols and the connection of those symbols to their meaning in the world…. The skills gained from reading a wordless picture book— interpretation of context clues, emotional intelligence, body language, and imagination—are just as valuable.”

The Trump administration has quietly rescinded long-standing guidance that directed schools to accommodate students who are learning English, alarming advocates who fear that schools will stop offering assistance if the federal government quits enforcing the laws that require it. The rescission is one of several moves by the administration to scale back support for approximately 5 million schoolchildren not fluent in English, many of them born in the United States. It is also among the first steps in a broader push by the Trump administration to remove multilingual services from federal agencies across the board.

When you teach vocabulary after students have experienced the concept, and reinforce it with total physical response, morphology, and interactive visuals, it doesn’t just help with definitions. It helps with retention, comprehension, and long-term academic success.

At first glance, play and explicit reading instruction can seem at odds. Under pressure to improve reading outcomes after years of falling or stagnant scores, schools might cut recess or limit imaginative activities to make time for instruction. But this is a false choice. Research shows that play is not only compatible with the science of reading — it’s a powerful way to build the very skills kids need to become strong readers in the first place. In fact, children learn best through hands-on, engaging activities that make new sounds and words stick.

I still remember the first time I took my class outside for a descriptive writing lesson. It was a crisp fall morning, and I handed each student a pine cone, asking them to describe it as if the reader had never seen one. I thought the outdoor setting would be a fun change of pace, but I wasn’t expecting how vividly their writing would come to life. “A pine cone smells like the forest,” one student wrote. “It’s sharp like a dragon’s tail,” said another. That day, I realized how powerful sensory observation can be in helping even reluctant writers find their voice. Since then, I’ve developed hands-on activities that help students engage their senses to notice details and write with greater clarity and confidence. Below are some of my favorites, many inspired by Montessori principles and rooted in real-world exploration.

A couple of years ago, Brian Floca was on an island off the coast of Maine when a storm rolled in. “There was this kind of electric charge in the air,” he remembers. It was hypnotic — “Just the sensory feeling of the storm coming. The wind, the waves, all of these elemental forces unloading themselves on the island.” But also the feeling of — “Is this safe? Should I really be doing this?” That memory stuck with Floca — and inspired him. His new children’s book, Island Storm, is about two kids who feel a storm coming, pull on their boots and head to the sea. As the waves crash and the rain starts to fall harder and harder, they ask each other, “Is this enough? Or do we try for more?” Of course, this being a story about kids and their escapades, they decide to go on. 

If you think there’s nothing new to say about World War II, these two works by children’s literature giants — and immigrants to America — will prove you wrong. The Caldecott medalist Uri Shulevitz’s final book, THE SKY WAS MY BLANKET: A Young Man’s Journey Across Wartime Europe, following his death at age 89 in February, is a riveting companion to his award-winning memoir “Chance: Escape From the Holocaust” (2020), and a story that stands on its own. Shulevitz’s account is nonfiction dressed as a novel. Daniel Nayeri’s THE TEACHER OF NOMAD LAND: A World War II Story is a fictional story so utterly real the reader feels it must be true.

There are so many moving parts to education that it’s easy to get lost in the shuffle in your first few years, but there are three main ideas that you need to keep in mind as the school year starts: Create routines for your classroom ahead of time, get to truly know your students, and be prepared to learn alongside them. Remembering these can help keep you growing as an instructor and help you start your year on a positive note.

The students of Bethune Academy reflect the larger population of their Milwaukee, WI, community: The PreK–8 school is home to a large refugee population from countries such as Myanmar and Malaysia, and many students are raised in households that speak ­Burmese, Rohingya, or Karen. Around 40 percent of the school’s students are ­English Language Learners (ELLs), which is a key factor in how they engage with the school library. This past school year, Leigh Knapp became Bethune’s first full-time library media s­pecialist, targeting the specific needs of her students, including the ELL population. At times, traditional titles that seem age-appropriate for students might be above the actual reading levels of ELL students. To address this breach, Knapp has increased the library’s selection of graphic novels and manga, which are especially popular with elementary students and are an easy point of entry for students, who can follow a story without being overwhelmed by extensive ­vocabulary. 

A new meta-analysis examines the effect of dedicating more time and resources to science instruction in grades P-1 — and finds that introducing dedicated science curriculum and training for teachers improved students’ scores on both standardized assessments of science achievement in these grades and researcher-developed tests, when compared with students in business-as-usual classrooms. If schools want to build foundational science skills, they don’t develop incidentally — dedicating time for that is essential.

As an elementary teacher who also conducts independent research on the intersection of AI and education, and writes the ‘Algorithmic Mind’ column about it for Psychology Today, I live in the uncomfortable space between what technology promises and what children actually need. Yes, I use AI, but only for administrative work like drafting parent newsletters, organizing student data, and filling out required curriculum planning documents. It saves me hours on repetitive tasks that have nothing to do with teaching. I’m all for showing educators how to use AI to cut down on rote work. But I fear the AFT’s $23 million initiative isn’t about administrative efficiency. 

With federal funding for PBS and the Corporation for Public Broadcasting now wiped out, one of the few trusted, equity-driven sources of children’s media is seriously wounded. To meet the moment, policy leaders and educators must move beyond screen time limits and cell phone bans — and focus instead on a long-term vision rooted in shared public interest values, powered by human connection and guided by standards that prioritize children’s well-being from the start. The nation needs a strategy for children’s media that draws from the trusted legacy of public media and leverages today’s most promising tech tools. 

Chronic absenteeism, when students miss 10 percent or more of the school year, is 50 percent higher across the nation than before the pandemic. Researchers say it’s difficult for schools to address the problem because it is both so intense, with students missing huge chunks of the school year, and so extensive, affecting both rich and poor students and even high achievers. And the reasons vary widely, from asthma and bullying to transportation problems and the feeling that school is boring. Here are a few examples of how very different communities are tackling the problem.

Is nonfiction for children better now than ever? That’s a difficult question to answer. The genre has existed for years, but often occupying that gray area where fictional elements meld seamlessly with informational texts. The first Newbery and Caldecott winners (The Story of Mankind in 1922, by Hendrik Willem van Loon, and Animals of the Bible, in 1938, text by Helen Dean Fish, illustrated by Dorothy P. Lathrop) are classified as nonfiction titles. As such, nonfiction has been deeply rooted in American children’s books from the very start. In the last 25 years, even more emphasis has been placed on what constitutes great nonfiction for young readers. In 2001 the ALA established the Robert F. Sibert Informational Book Medal for the year’s “most distinguished informational book,” and ever since, the number of nonfiction books has grown, their subject matter increasingly addressing topics once thought too difficult for children.

Welcome to Literary Quotable Quotes, a quiz that challenges you to match a book’s memorable lines with its title. This week’s installment celebrates quotations from classic storybooks that you may have read as a child — or to your own children. In the five multiple-choice questions below, tap or click on the answer you think is correct. After the last question, you’ll find links to the books themselves if you want to get a copy and see that quotation in context.

In a study about the kinds of media kids consume that the Journal of Applied Developmental Psychology published in June 2025, my colleagues and I surveyed the parents and other kinds of caregivers of 346 first graders. The study participants listed the TV shows, videos, apps and games the kids used the most. We found that only 12% of this content could be described as educational. PBS accounted for 45% of the educational TV or videos parents said their kids watched most often. This makes PBS the top source for children’s educational programming by far. Nickelodeon/Nick Jr. was in second place with 14%, and YouTube, at 9%, came in third.

Allowing elementary students to nominate and vote for their favorite books of the year can create a culture of celebration in the classroom. One teacher shares her experience: “I wanted my students to experience the excitement of recognizing books they thought were the best. And just like that, the Hallbery Awards were born and continued twice a year for over 15 years.”

I remember pretending to read. Holding open chapter books I couldn’t make sense of, flipping pages to keep up appearances. No one saw the panic behind my eyes when we went around the classroom reading aloud. I’d count ahead to figure out which paragraph would be mine and rehearse it in my head, praying the teacher didn’t ask a follow-up question. I wasn’t dumb. I just couldn’t read. That experience shaped my understanding of what’s at stake. It’s more than a reading issue; it challenges a child’s confidence and creates a silent barrier that too many face alone.

As the “science of reading” movement has grown, more districts are moving away from reading programs featuring practices that aren’t supported by research, and toward programs that are rated highly by external organizations, data show. But many school system leaders still report that they’re instructing educators to use multiple programs together, or supplementing their core offerings with add-ons—suggesting that even “high-quality” instructional materials aren’t meeting all of educators’ needs. The reports’ authors caution that using bits and pieces from different curricula without a clear strategy in place could lead to all of them being less effective.

Equipping students with transferrable skills such as innovative thinking and problem-solving can have a powerful effect on learning. Many teachers want to integrate STEM, but they feel overwhelmed or unsure if it is suitable for their grade level. STEM doesn’t mean you need expensive kits or extra class periods. It can start small, by using everyday items and creating quick STEM challenges that develop future-ready skills. 

Author Jeanne Birdsall didn’t know what direction to go in after she ended her beloved Penderwicks book series. Birdsall’s latest novel, The Library of Unruly Treasures, follows Gwen MacKinnon, another memorable young protagonist. When Gwen is sent to stay with her Uncle Matthew for the summer, her time away from home becomes anything but ordinary when she discovers a clan of winged creatures known as Lahdukan living in the local library.

Adopting a new curriculum is only a first step. Real change is like training for a marathon: buying the right gear doesn’t build endurance. Success comes from commitment, coaching, time and deliberate practice. Over time, I’ve come to recognize several warning signs that indicate a school needs Balanced Literacy Rehab. The first is that principals think the new program is being implemented but they don’t really know, because they often lack tools to verify what’s happening in classrooms. The second warning sign is that teachers are using both the new and the old programs. The third sign is that the science of reading is implemented in kindergarten through second grade, but that’s where the shift stops. In third grade and up, teachers continue to rely on outdated comprehension practices focused on “skills and strategies” rather than building the background knowledge that fuels true understanding.

Emergent writing begins as early as age two or three, when children first start to explore the relationship between marks on a page and the world around them. This development doesn’t happen overnight; it unfolds over time and is shaped by many essential school-readiness skills: physical, language, cognitive, social, and perceptual abilities. By intentionally supporting this stage of development, educators and families can ‘plant the seeds’ for early writing success by focusing on three key areas: creating a rich environment for emergent writing, supporting children through developmentally appropriate writing stages, and fostering oral language skills through meaningful play.

The Science of Reading Implementation Briefs Series, co-authored by 11 educators and literacy leaders from across North Carolina, brings the classroom to the forefront. These eight briefs highlight the real-world insights, roadblocks, and breakthroughs experienced by teachers, coaches, and administrators as they implement structured literacy practices aligned with the Science of Reading (SoR). Each brief tackles a specific challenge from aligning instruction across staff and grade levels to building inclusive schedules and supporting paraprofessionals. Together, these lessons offer a roadmap for sustainable, school-wide change that supports every child’s journey to reading proficiency.

With the aid of Calkins’ curriculum, my 4th graders were synthesizing across texts and making meaning across genres, time periods, and ideas. We read about the American Revolution, wrote cross-text research papers, compared authors’ perspectives, and learned how to hold more than one truth at a time. Calkins’ curriculum uses a workshop-style model that prioritizes student choice and independent learning. I taught her reading and writing units in 3rd and 4th grade, and across my 30-year career, they were among the most meaningful tools I used, not because they were easy, but because they came alive when taught with intention. They opened things up. And yet, Lucy Calkins has become a lightning rod for literacy criticism in the education world.

Giving students equitable access to high-quality instruction and resources for becoming proficient readers will help inspire a love of reading and give them ownership in their own literacy development, according to a report from EdTrust. The EdTrust report recommends these six principles for states to advance equity in literacy: (1) Ensure instruction and curricula are evidenced-based; (2) Have materials that connect to students’ identities and interests; (3) Tailor supports to students’ unique needs; (4) Begin literacy education at birth; (5) Put resources toward supporting teachers; and (6) Don’t sideline families.

Over five decades, he produced some 150 books, many of them illustrated by his wife, Janet Ahlberg, including classics like “Each Peach Pear Plum.” “Each Peach Pear Plum” (published in the United States in 1979) and “The Jolly Christmas Postman” (1991) were awarded the Kate Greenaway Medal by the British Library Association, recognizing distinguished illustrated books for children. In 2007, “Each Peach” was named one of the top 10 works published during the medal’s first 50 years. “The Jolly Postman” was inspired by the couple’s infant daughter, Jessica, who amused herself by playing with the mail while sitting in her high chair. The book included miniature envelopes containing letters to the Big Bad Wolf and other fairy-tale favorites, including one from Goldilocks apologizing to the Three Bears for intruding.

Stories, songs, and rhymes are the bedrock of early language development. However, there are children who can sing, understand rhyming, and tell stories who are unable to detect sounds within words, struggle to match letters to sounds, and have challenges with reading and writing. Rhythm games, songs, and rhymes are not only a fun and engaging way to build pre-literacy skills. Music-making activities are also ideally suited to the early years of education because learners can participate at their own level and preference.

Five years after the start of the pandemic, one of the most surprising ways that school has profoundly, and perhaps permanently, changed is that students aren’t showing up. Here are some insights from a May symposium at the American Enterprise Institute where scholars shared research on the problem of widespread absenteeism. Chronic absenteeism has come down a lot from its peak in 2021-22, but it’s still 50 percent higher than it was before the pandemic.

We can cite everything from No Child Left Behind to the advent of ChatGPT as a reason for insufficient writing time. But regardless of the catalyst, what’s important is that students at all levels keep writing. Here’s why. First, learning to write helps students learn to read. Writing also boosts students’ content knowledge and cognitive development. What’s more, a lack of classroom attention to writing tends may create extra harm to the most vulnerable students. So what can educators and policymakers do? First, keep students writing, from short tasks (e.g., sentence mechanics practice and concise summaries) to long-form writing (e.g., persuasive essays and personal narratives). They should be writing not only in ELA, but also in social studies, science, art, and music, to improve their writing skills while enhancing their knowledge and reasoning in those subject areas. 

A New Mexico school district has won the National Spanish Spelling Bee six times since the event began in 2011. Three of its students have won twice—each in back-to-back years. It’s “beyond reason,” according to the district’s bilingual specialist, José Reyes, who helped organize the first national bee over a decade ago, and continues to work with students in the Gadsden School District. The Gadsden district, headquartered in Santa Teresa, N.M., is a Title I district along the U.S.-Mexico border.

These back-to-school reads will help children tackle first-day nerves, new teachers, letters, numbers and more.