Today’s Literacy Headlines

For the last several years, Dr. Reese of Nambé Pueblo, a writer, scholar, and educator, has tracked bans of books related to the lives of Native Americans. Last month, she joined the successful call by freedom to read advocates for Montgomery County, Texas, to reconsider its decision to reclassify from juvenile nonfiction to fiction a celebrated book that presents the Indigenous perspective on European colonization. For Native American Heritage Month, Dr. Reese discussed with PEN America how she first came across stereotypes, how to change and shape the discourse, and why it is important to get it right in children’s literature.

Students who started school as English learners but later shed that designation by becoming proficient in the language are more likely than their classmates to graduate from high school and enroll in college, all after post superior grade point averages in school. That’s according to a new study from researchers at the University of Chicago Consortium on School Research that adds to a growing body of research finding that former English learners tend to outperform their peers who never received English language services.

A new paper published by AEI’s Conservative Education Reform Network (CERN), Grading Florida’s Schools: A for Achievement and Return on Investment, suggests that even as ed reform’s attention was diverted elsewhere, Florida has kept its eye on the ball and delivered good results. Florida was one of only five states where NAEP scores for fourth-grade reading did not decline during the Covid years. And Florida ranks third nationally in fourth-grade reading performance while having the third-lowest spending per pupil.

For the past few years, the Philadelphia School District has used a homegrown curriculum created by Philadelphia teachers. This curriculum focused on using state standards to organize and teach reading, writing and speaking. The district believes the new and more structured curriculum is better aligned with the science of reading and will help standardize instruction across classrooms and schools. The new curriculum combines what it calls “word knowledge” and “world knowledge.”

In the classroom, teachers may be faced with a dilemma: Should they treat students who stutter the same as their peers, or acknowledge their unique needs and adjust expectations accordingly? The goal is to find the right balance between both, says Minneapolis-based speech-language therapist Sheila Cina. Relying on a set of targeted, compassionate, evidence-based strategies can make a classroom more welcoming for students who stutter, enabling them to learn more effectively. 

The Finnish writer and illustrator Tove Jansson is best known for her beloved Moomin characters, immortalized around the world in comic strips and books. But in 1966, Jansson brought her unique touch to a very different world of strange creatures: Lewis Carroll’s classic “Alice’s Adventures in Wonderland,” an English edition of which has finally been published in the United States. Jansson’s off-kilter whimsy and ability to convey moodiness is a perfect match for both the delights and the terrors of Wonderland.

At least 25 states have passed laws about how schools teach reading since APM Reports’ Sold a Story podcast was released in 2022. Lawmakers have been taking a closer look at what curriculum schools are buying, and, in some states, attempting to outlaw specific teaching methods. The legislative efforts come at a time when fourth grade reading scores in the U.S. have declined consistently since 2015. But proponents of the disproven ideas about reading exposed in the podcast haven’t given up.

University of Würzburg researchers concluded that when students were explicitly trained to recognize when they lost track of sentence-level information or got stuck on passages—and were taught metacognitive strategies to “plan, monitor, and regulate their reading”—they were able to successfully re-route their attention. To convince students of the importance of effective comprehension strategies—re-reading, annotation, or stopping to look-up unknown words, for example—it’s important to explain the long-term benefits of persisting through complex texts, literacy expert Timothy Shanahan told Edutopia in a 2023 interview. 

AI can empower educators to identify language objectives within lessons and tailor instruction for MLLs, fostering growth in content knowledge and language proficiency. Regardless of the content in the lesson or the language proficiency levels in the classroom, the process is the same: Ask the AI tool for language objectives according to the content of your lesson and the grade level and language proficiency level of the student. Ask for specific examples of the supports listed in the language objective.

Alarm bells. Red flags. A labyrinth. These are just a few of the metaphors that mothers of children with dyslexia use to describe the journey from noticing their child’s literacy challenges to receiving a diagnosis and then advocating to secure services to help their children succeed. By paying attention to the images used in these metaphors, teachers and administrators can better understand the difficulties parents and children face and learn to be more responsive.

Remember how big that word was when you were small, when you just wanted to keep going? Two new multilingual picture books present child’s-eye views of the word “go” in all its simplicity and complexity. Julie Flett’s “Let’s Go! haw êkwa!” and Kirsten Cappy and Yaya Gentille’s “Kende! Kende! Kende!” both capture its magic, though in many ways they could not be more different.

One Tennessee school district’s list of nearly 400 books removed from library shelves, including titles by authors ranging from Dr. Seuss to Toni Morrison, is being used by other school systems as a possible template to follow. The purges come under Gov. Bill Lee’s 2022 “age-appropriate” school library law, which lawmakers expanded this year.

Primary schools should measure pupils’ reading fluency to help tackle the disadvantage gap and narrow the gender divide at key stage 2, new research suggests. Given that oral reading fluency is quick and easy to assess, “it’s likely to be an extremely useful indicator for schools to measure”, the researchers conclude.

More than 50,000 children are hospitalized each year nationwide with an acquired brain injury, according to research. Teachers can expect to have at least one student with history of a concussion or head injury in their class each year. A traumatic brain injury, or TBI, is caused by a blow, bump, or jolt to the head or body and can cause physical, cognitive, and perception symptoms—things like headaches, nausea, confusion or disorientation, changes in sleep patterns, frustration and irritability, sensitivity to light and sound, or fatigue. Here is a downloadable tip sheet spells out advice for educators to consider when they have a student in their class who suffers from a concussion or TBI.

Lucy Calkins was an education superstar. Now she’s cast as the reason a generation of students struggles to read. No matter how painful the past few years have been, though, Calkins is determined to keep fighting for her legacy. At 72, she has both the energy to start over again at Mossflower (the successor to the Calkins center at Teachers College) and the pragmatism to have promised her estate to further the cause once she’s gone. Now that balanced literacy is as unfashionable as whole language, Calkins is trying to come up with a new name for her program. She thought she might try “comprehensive literacy”—or maybe “rebalancing literacy.” Whatever it takes for America to once again feel confident about “teaching Lucy.”

New research led by a team from Royal Holloway and the World Bank asserts that teaching methods should improve, after discovering that global literacy goals will not be met without major intervention. The study, which is published in Nature Human Behaviour, concluded that evidence-based reading instruction methods—such as systematic phonics—should be put into practice as soon as possible in low- and middle-income countries.

City officials want to close a shrinking Brooklyn school, replacing it with a new one designed to help struggling readers, modeled on an innovative program that launched last year in the Bronx. City officials hope the building used by M.S. 394 in Crown Heights will become the home of the Central Brooklyn Literacy Academy, which would be the second city-operated public school exclusively devoted to students with dyslexia and other reading challenges.

Students can explore science concepts through an activity that encourages them to record their observations in thoughtful ways. To do this work with students, we can provide encouragement to remove obstacles such as worrying about making perfect pictures or thinking that their own questions aren’t interesting (which prevents them from recording their thoughts and ideas). I like to start with the mnemonic INIWIRMO, “I notice, I wonder, it reminds me of.” 

The first week of November this year marks National Children’s Book Week, the nation’s oldest and most celebrated literacy initiative. Reading with young children creates cherished memories and encourages the development of foundational literacy and language skills. In recognition of the week, University of Delaware experts in the College of Education and Human Development (CEHD) share guidance on fostering early literacy, selecting books, using digital tools and more. Parents and caregivers may be surprised to learn that they are already engaging in one of the most impactful activities for fostering early literacy: talking with their children. Literacy and child development experts encourage adults to talk with children from the time they are infants. 

A new animated series for young children premiering Nov. 14 will be PBS Kids’ first to feature main characters with autism, the network reports. “Carl the Collector,” aimed at 4-to-8-year-olds, was designed to celebrate the variety and potential of neurodivergent kids, and to expand perspectives of autism. The show follows the adventures of avid collector Carl, a raccoon who has autism, and friends including an empathetic beaver, a squirrel with a tree nut allergy and a hypersensitive fox, who is also autistic.

The 10 winners of The New York Times/New York Public Library Best Illustrated Children’s Books Award are chosen each year by a rotating panel of three expert judges. On the 2024 panel were the Caldecott Medal-winning illustrator Doug Salati; the Hans Christian Andersen Medal-winning author Jacqueline Woodson; and the children’s librarian Daniella Pagan.

The National Institutes of Health has awarded a $3.6 million grant to researchers at Florida State University and Ohio State University to develop effective interventions that support early phonological awareness in young children to help prevent reading difficulties. Over the next five years, Florida State University’s Beth Phillips and Ohio State University’s Shayne Piasta will lead Project OPAL (Optimizing Early Phonological Awareness Instruction to Support Reading and Spelling Acquisition). They will conduct two studies to identify the best approaches for improving reading and spelling skills in preschool and kindergarten students. The studies aim to resolve scientific debates on what content should be included in interventions, when they should be administered and ultimately provide guidance toward more effective solutions.

When former educator Danielle Bayard Jackson was called into the principal’s office, she was told to stop reading whole books with her students. She was advised to focus on chapters and summaries instead, in preparation for upcoming standardized tests that emphasized shorter passages. “I knew I was being asked to do something that would be a disservice to my kids,” Jackson recalled. She continued to read full books with her students, who later scored well on the standardized tests. Jackson’s experience is common; many teachers face pressure to use excerpts rather than complete works, which aligns with test formats but may impact students’ reading endurance and comprehension, according to journalist Rose Horowitch in The Atlantic.

It’s not enough for schools to help students with learning differences or disabilities shore up their academic weaknesses. Students also need to learn how to communicate with others—particularly adults—about their unique needs, experts say. Self-advocacy is a vital skill for future success in college and the workforce for students with dyslexia, attention deficit hyperactivity disorder, or other learning challenges. Throughout their lives, neurodivergent students will find themselves in situations where they must explain the particulars of their learning differences or disabilities to teachers, coworkers, and employers as well as what accommodations they need to succeed—whether it’s a formal individualized education program, extra time to perform tasks, or simply what they know helps them do their best work.

A Delaware-based study found that a substantive increase in young immigrants leads to sizable academic gains for students who were already in English learner programs or who had graduated from them. And at a time when immigrant students are portrayed as a drain on U.S. schools, researchers also found that those who had never been enrolled in English learner programs were not significantly impacted. Their performance improved, but by a negligible amount. 

Perhaps the ultimate test is whether it merits a reread, even after all the objects have been found. Scientists tell us that tasks like solving puzzles or finding hidden images are linked to the brain’s reward system. “Aha” moments when we locate an elusive item release a hit of dopamine, which creates a sensation of pleasure and motivates us to keep going. This may help explain why Highlights has never stopped running “Hidden Pictures,” and why the Where’s Waldo?, I Spy and Can You See What I See? series are still going strong, decades after their debuts.

If knowledge matters more than academic skills, how should administrators and teachers alter the curriculum and instruction in schools to best serve students? We’ve confirmed the theory. Now what does it mean for practice? Decades ago, E.D. Hirsch created the Core Knowledge Foundation, as he believed his insights pointed primarily to the challenge of getting curriculum right: Schools must sequence a knowledge-rich progression of learning both across and within grades. He’s correct about the centrality of curriculum, but there are also instructional practices that teachers can adopt to prioritize knowledge even if their school or district doesn’t adopt Core Knowledge or another knowledge-rich curriculum such as Wit and Wisdom.

Jeff Kinney is on the road again. A new “Wimpy Kid” release and subsequent road trip by the author and his team have become an annual event each fall. For Diary of a Wimpy Kid: Hot Mess, the 19th book in the best-selling series, Kinney scheduled a tour of 14 interactive shows, as well as three planned school events and at least five spontaneous pop-ups along the tour route, stopping at bookstores, libraries, and outdoor areas. At the schools and pop-up visits, Kinney will give kids the opportunity to choose a free book from a diverse collection provided by First Book.

Struggling readers in upper elementary grades and beyond can benefit from decoding instruction to help boost their reading proficiency, including comprehension skills, according to a new study. Without foundational word recognition skills, it can be difficult for struggling older readers to improve their comprehension of grade-level texts, the study by the Advanced Education Research and Development Fund and the Educational Testing Service found. Early and targeted interventions are critical for helping upper elementary and middle school students understand texts that have increasingly complicated sentences and multisyllabic words.

Human brains can discern the basic structures of written language from a single glance — enabling us to quickly consume the torrent of information fed to us by smartphones, a new study finds. This means that people can process words as quickly as we comprehend visual scenes, a skill that enables us to continually observe and navigate the world around us. The new finding, published in the journal Science Advances, could help reveal key clues about how our brains encode language, the researchers said.

A new study offers evidence that “the human cortex displays a progressive increase in phonetic encoding during nursery rhyme listening across the first year of life.” The implication: at seven months, infants can already detect phonological information in singsong rhythms, where the rhythmic information supports that. This speaks to the vital importance of library programs for the very young to help model songs and rhymes to families. 

A study published in the journal JAMA Network Open indicates that autism prevalence jumped from 2.3 per 1,000 to 6.3 per 1,000 during the decade 2011-2022. The highest prevalence of autism was seen among children ages 5 to 8, the study found. “The improvement and expansion of universal developmental screening likely accounts for some of the increase in diagnosis rates we found in this study,” said Luke Grosvenor, the study’s lead author and a research fellow at the Kaiser Permanente Division of Research.

A whole-school approach helps teachers model how to break down discipline-specific texts. One of the core findings in the research on how students learn to read is the importance of developing the background knowledge needed to keep learning new content. But what gets more complicated, researchers point out, is that the tools that experts in each discipline use to read begin to evolve differently as the texts get more sophisticated.

New research shows that some older students hit a “decoding threshold.” Over 20% of students in fifth through seventh grade stumble over words they don’t recognize or can’t sound out, often preventing them from grasping the main idea of reading materials for school, according to the study released Wednesday from the Educational Testing Service and the Advanced Education Research and Development Fund.

AI offers educators valuable resources to help build libraries that are both diverse and accessible. For instance, AI tools such as Perplexity can assist in curating a wide range of multicultural texts, making it easier to build both digital and physical classroom libraries.

Research shows little benefit from phonics instruction in Grades 2 through 12. However, more recent studies show that students who fall below a decoding threshold fail to benefit from other kinds of reading instruction. This exploration of the evidence suggests that these students are likely to need support in the reading and spelling of multisyllabic words and words with common morphological elements. Explicit instruction with a focus on the decoding, spelling, and meaning of such words would make a lot of sense.

The U.S. Department of Education’s Office of Educational Technology on Thursday released its highly anticipated guidance to help K-12 leaders integrate artificial intelligence into their school districts. The AI toolkit’s development was prompted by President Joe Biden’s October 2023 executive order, which called for his administration to create resources that would help teachers implement the technology. 

Allycia Uhrhan’s 6th graders at Truman Middle School in St. Louis started their field-science week collecting data on fish hatching at nearby Forest Park. But the trip really started the prior week, in English class, where teacher Kristina Kohl had students dig into history and science articles about the park to pair with Uhrhan’s ecology readings. Once the students returned, they wrote up lab reports and reflections on their field day in both classes.

Administrators can use an approach focused on transparency and data-driven action to improve academic outcomes in low-performing schools. The path to improvement may be difficult, but the results can be transformative with the right focus and a commitment. If you’re leading a district through tough times, my advice is simple: Be honest with your community and let data guide your decisions. The effort is worth it, and the impact on your students’ lives will be profound.

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.

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.

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.

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.”

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.”

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.

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.

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.