Today’s Literacy Headlines

Advocates of teaching morphology argue that it can help older students who still struggle to read multisyllabic words, and that it can support deeper and richer vocabulary development as reading becomes more complex and discipline-specific. Morphology instruction is also gaining popularity within the “science of reading” movement, which aims to align classroom practice with research evidence. Still, exactly how and when—or even if—to teach morphology are open questions, said Kathleen Rastle, a professor of cognitive psychology who studies language, literacy, and learning at the Royal Holloway University of London.

New laws give the Minnesota Department of Education more say over how schools approach reading instruction. A handful of districts may provide a glimpse into how state leaders expect every educator to teach young children how to read. It’s been nearly a decade since Anoka-Hennepin officials began moving away from a literacy approach that relies heavily on the development of vocabulary and context clues. Educators now teach children the roots of words and repeatedly practice decoding them so that it becomes second nature, part of a strategy known as structured literacy.

Literacy experts have largely praised the new mandate. By moving from a hodgepodge of different curriculums that varied school by school, it’s easier to train teachers at a larger scale. But observers also warned that getting teachers up to speed quickly with new materials would prove challenging — and that success would hinge on whether teachers felt adequately supported. The city did not give schools much lead time, announcing the overhaul less than two months before the summer break. Teachers were expected to roll out new materials when they returned in September.

The animated show called “Carl the Collector” follows Carl, a raccoon with autism who loves to collect things, and his friends in Fuzzytown, a place where everyone is learning about themselves and those around them. Carl is described as warm-hearted and energetic, laser-focused and having great attention to detail, but he struggles with anxiety in new circumstances and when things don’t go as expected. His friends include both neurotypical and neurodiverse characters.

What children who face eyesight, hearing and literacy challenges can decipher may be limited, but what they appreciate and celebrate knows no bounds.

The nonprofit Khan Academy is making strategic decisions to shore up its position at the forefront of the use of artificial intelligence in K-12 education. One move it’s making—announced Nov. 15—is to cut the price almost in half for use of Khanmigo, its AI-powered chatbot that is currently being used in 32 school districts. Later this month, the school districts that use the tool will be able to employ a new feature, offering personalized feedback on student essays and other writing.

Dan Santat’s A First Time for Everything won the 2023 National Book Award for Young People’s Literature. A clearly moved Santat accepted the award at the National Book Foundation ceremony on Wednesday night. “I’d like to thank everyone at the National Book Award Committee, and especially this year’s judges for selecting such a diverse range of books from young adults to middle grade and picture books and graphic novels, which demonstrate that a wide variety of stories can be worthy of such high praise,” he said. He finished with a special acknowledgment of his mother.

The buzz around the science of reading can mean that a focus on writing instruction becomes lost in the mix. Instead of the science of reading, maybe we should refer to it as the science of literacy. Why? Because the processes of reading and writing are connected, and we should be thinking about how we teach reading and writing in a connected way in the classroom. Reading is receptive and writing is generative, and these skills work hand in hand when we receive, process, and communicate ideas.

For years, North Carolina’s quest to improve reading skills focused on the kids who were falling behind. In 2021, attention shifted to the teachers who couldn’t increase reading proficiency, with the General Assembly providing more than $90 million to retrain elementary school teachers. But what about the schools that teach the teachers? The UNC system’s Board of Governors recently hired a consultant to check up on its 15 colleges of education. The goal was to make sure graduates would show up for their first jobs ready to help children learn to read.

L.M. Montgomery’s oft-forgotten novel, which turns 100 this year, is more timely than ever.

One reason so many diagnoses are missed is that thousands of schools in the U.S. continue to use an iteration of the discrepancy model to test children for learning disabilities. Moreover, for a multitude of reasons, including biases in IQ tests, a disproportionate number of those diagnosed—and helped—have been white and middle- to upper-class. “It’s unfair, it’s discriminatory, and it disadvantages already economically disadvantaged kids,” says Jack Fletcher, co-founder of the Texas Center for Learning Disabilities in Houston and one of the first scientists to question the discrepancy model’s validity.

About half of all parents say that their children have struggled to learn how to read at some point in their education. Still, the majority think that their child’s elementary school is putting the right amount of emphasis on reading skills, and that instruction in the subject is going “pretty well,” or “ok.” These are the findings from a nationally representative survey of 800 parents of children in grades K-5. The results shine a light on parents’ understanding of the “science of reading” movement—a recent push to align classroom instruction with evidence-based practice.

Studies have found that schools with a greater amount of teacher collaborations have resulted in higher student achievement outcomes in reading and math. Having collaborative structures in place will allow school systems to implement the following suggestions for enhancing teamwork between teachers and ELL specialists with greater ease.

It’s difficult to quantify all the potential benefits that students miss out on when they lack regular access to active certified school librarians or library media specialists, as they are sometimes called. But research and anecdotes show the range of losses extends from basic literacy lessons and the opportunity to learn research skills to powerful collaborations that can engage students and inspire a love of reading.

More districts and schools are using tiered systems of support, with an increased focus on building up students’ social-emotional skills. That’s according to a survey by Panorama Education, an education technology company that provides tools to help school districts adopt and use multi-tiered system of supports, or MTSS. MTSS is a framework implemented by thousands of districts across the country, with the goal of identifying and meeting every student’s unique instructional, social-emotional, and behavioral needs, according to Panorama. It is based on three tiers of support, each more personalized and intensive, with the understanding that not all students need the same amount of instruction and intervention.

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 2023 panel were Sean Qualls, an award-winning illustrator of many acclaimed picture books; Maria Popova, a cultural critic and picture book author; and Christopher Lassen, a children’s librarian at the New York Public Library.

My students love to be on the computers and get so excited when I say we are going to be doing a lesson online. However, I refuse to allow students to simply log screen time in my classroom. The tools and resources my students use must generate discussion and are often used in a team or partner setting, as I strongly believe that student interaction supports our instructional goals. Here are are five of the best online tools I’ve found that support student discussion and help improve literacy.

While many public school students remain months or years behind academically, significantly fewer are participating in supplemental academic programs over the summer and this school year. Fewer than 1 in 5 K-12 students participated in academic programs in public schools this summer, and about 1 in 8 are taking part in remedial or enrichment activities after school in 2023-24 — both down from the last school year, according to the latest results from the federal School Pulse Panel, which came out this week.

A Navajo scholar offers insight and resources for educators. Farina King, a Navajo Nation citizen, is the Horizon Chair of Native American Ecology and Culture and associate professor of Native American studies at the University of Oklahoma. “Every November, someone contacts me to present about Native Americans for Native American Heritage Month. In such presentations, I provide background about the month and why it matters. But I also emphasize how important it is to learn about Native Americans not just in a single month or at a single event. I stress turning to and listening foremost to Native American and Indigenous voices throughout the year.”

We Need Diverse Books has launched Indigenous Reads Rising (IRR), a new website dedicated to “celebrating Indigenous children’s literature of Native Nations.” The site features booklists and articles on Native American literature, land acknowledgment, and tropes and stereotypes, as well as extensive resources for teachers, librarians, and readers. The goal of the resources is to help educators use Native books in the classroom and offer guidance and best practices on how to teach those books. 

A recent bill introduced by United States legislators whose children have dyslexia is exposing the importance of testing children for dyslexia and providing dyslexia accommodations for those who need them. Dyslexia is one of the most significant causes of illiteracy in the United States, and U. S. Senator Bill Cassidy, who hails from Louisiana, is no stranger to the subject. “It is an issue that is very important to me, both as a parent of a dyslexic child and as a Senator,” Cassidy said in a Senator Education Hearing on Dyslexia in 2016. 

Most tests that elementary teachers take to enter the profession don’t adequately measure their knowledge of best practices for reading instruction, a new analysis contends. How elementary teachers are prepared to teach reading has become a central topic in the “science of reading” movement, a national push to align literacy instruction with evidence-based practices. Some in the education field, including NCTQ, make the case that stronger licensure tests will lead to better student reading outcomes. But changes to state licensing systems, especially those that introduce new requirements, have long been controversial.

As district superintendents who oversee more than 80 schools combined in Brooklyn and the Bronx, we have seen firsthand how a well-chosen reading curriculum can spark and hold students’ interest, sharpen instruction, and shape classwork that builds confidence and literacy alike. In our schools, reading lessons build foundational skills, vocabulary, critical thinking, and a bank of background knowledge that connects students to one another and prepares them for lifelong learning.

Jill Moore’s wheelchair doesn’t prevent her from exploring parks, playgrounds and other public spaces. In fact, as an inclusive play specialist for Minnesota-based playground designer Landscape Structures, she’s developed an expertise in noodling through landscapes that able-bodied people sometimes take for granted, searching for access opportunities and impediments designers might have overlooked, or as she puts it, “connecting the lived experience with the design.”

Two groups have aimed to find consensus in one contested area of the ongoing reading wars: what the “science of reading” should look like for English learners. In a statement released in October, The Reading League, an organization that advocates for the science of reading, and the National Committee for Effective Literacy, a group that promotes research and policies to support literacy development for English learners, agreed on best practices for evidence-based reading instruction for EL and emergent bilingual students.

These picture books feature characters who find ways to communicate with older relatives or with each other, even when they don’t share a common language.

Our comprehensive, all-in, research-based look at the design of effective learning spaces. We tried to identify factors that might be addressed within classrooms immediately, or within school or district budgets over a longer term. 

Intervention systems work when they are supported by great Tier 1 instruction, embedded as research-based tools, implemented with fidelity, and when the most qualified educators are working with our neediest students. If those four qualifiers are not met, then RTI or MTSS is likely costing your school or district an exorbitant amount of money and time while not having a significant impact on the performance of your students. There are five steps an administrator can take to examine the effectiveness of these programs. Administrators should carefully evaluate the goals of intervention programs, what they hope to achieve, and how closely they are being followed. 

Names are one of the topics covered in We’re Gonna Keep on Talking, which Orr co-authored with Philadelphia educator Matthew R. Kay. The book guides educators through how to foster meaningful conversations about race with elementary school students. The names unit, which Orr has done about five times over the last 15 years, uses books to initiate discussions within the classroom. The authors recommend how to structure partner and class dialogues and how to create a supportive environment for students to share their experiences related to names. The unit also encourages students to delve deeper into their own identities by gathering information about their names from their families.

Studies have shown that students who score higher on tests of general knowledge are also comprehend more of what they read. Informed by these findings, some curriculum companies have organized their English/language arts series to build students’ background knowledge on a collection of topics. Now, advocates of this knowledge-building approach have released a tool, designed for states, districts, and schools to evaluate how well curricula they’re planning to adopt meet this goal—or how their current selections stack up. The Knowledge Matters Campaign, a group that advocates for this approach to ELA instruction and has endorsed several curricula, debuted the tool on Wednesday.

Today, the Knowledge Matters Campaign is unveiling a new K-8 English language arts curriculum review tool to advance the understanding of truly high-quality, content-rich literacy instruction. The new Knowledge Matters Review Tool identifies eight dimensions to high-quality, content-rich ELA curricula.

Intensive, high-dose tutoring can boost early reading skills, even in a virtual format, according to a new experimental study. Researchers from the National Student Support Accelerator at Stanford University tracked the reading progress of about 2,000 K-2 students in a dozen Texas charter schools. Through video chats, each tutor gave groups of one or two participating students supplemental lessons in phonics and decoding for 20 minutes a day, four times a week, from September 2022 through May 2023

The Ravenswood City School District, which has about 1,600 students in its elementary and middle schools (excluding charters) in East Palo Alto and Menlo Park, saw chronic absenteeism spike from just 471 out of 2,549 (18.5 percent) during the 2018-19 school year to 846 out of 1,637 students (51.7 percent) in 2021-22. This one district is just one example of a nationwide issue. In 2021-22, 6.5 million more students across the U.S. missed at least 10 percent or more of school days than in 2017-18, according to an Attendance Works analysis. Students miss out on foundation skills that impact them forever when they miss school, including learning to socialize with their peers, said Sara Stone, Ravenswood’s assistant superintendent of teaching and learning.

By reading books out loud every day, teachers introduce students to higher-level texts and new vocabulary, while modeling deeper thinking and strong discussion skills.

When it comes to student demographics, such as children living in poverty, Oklahoma and Mississippi are often comparable. But the two states are very different when it comes to students’ ability to read—with Mississippi pulling away from Oklahoma. State officials are now trying to change that trend and close the gap, and some see Mississippi as a template. “Are we modeling after Mississippi?” state Rep. Dick Lowe, R-Amber, asked officials with the Oklahoma State Department of Education at a recent legislative study. “Mississippi had such a great turnaround. It’s just been amazing to see that. We don’t need to reinvent the wheel.”

Orton-Gillingham was once used primarily with children who have dyslexia but is now being used more broadly. That’s because it contains the five components of evidence-based instruction identified by two national panels on reading and early-literacy instruction: teaching phonemic awareness, systematic phonics lessons, promoting reading fluency, vocabulary learning, and reading comprehension. Underpinning this reading instruction is its multisensory approach, whereby instructors use sight, hearing, touch and movement to help students connect language with letters and words.

At Makakilo Elementary, Christine Carder posed a question to her first graders. “What letters make the sound ‘ea’ as in tea?” The class eagerly scrambled to write down the correct letter combination in their notebooks. This exercise helps to build students’ phonemic awareness, instructional coach Karen Yogi explained to the group of parents invited to observe Makakilo’s reading lessons for the morning. Older students will later advance to activities such as reading in pairs and assessing each other’s fluency and vocabulary skills, Yogi added. “This is why my son says he’s famished at dinner, instead of hungry,” said parent Donna Sinclair, noting the improvement she’s seen in her fifth grader’s vocabulary this year. Makakilo Elementary is one of about 80 schools in the state to receive funding from a roughly $50 million federal grant awarded in 2019 to improve literacy among the country’s youngest readers.

Is it better to have all English learners together, separate from their non-English learner peers? How about more instructional time in a heterogeneous classroom? Or pull-out sessions for language development? The answer, researchers say, depends on a variety of factors and decisions including the demographics of a district’s English learners, their language proficiency levels, teacher capacity, and the consideration of trade-offs that occur when choosing one grouping model over another. Yet some educators hold to the assumption that grouping English learners together—separate from other students—is the most efficient way to provide the additional support these students are legally entitled to receive.

American Falls swings conservative,yet the town has proudly embraced a goal that backers describe as “progressive”: universal preschool. Residents have rallied around a simple mantra — “read, talk, play” — and turned it into a movement. That homegrown success has been fueled by a broader experiment spreading across the state, where communities build their own systems for early childhood education. These ad hoc projects are known as “collaboratives,” and they bring together educators, school district leaders, and nonprofit and business executives to identify and dismantle barriers to early childhood development. It’s known here as early learning done “the Idaho way.”

Today’s K–12 classrooms are brimming with the use of technology. Students use computers and websites to access digital materials, work on projects and produce presentation materials, and take assessments, to cite a few examples. Alongside this widespread technological adoption, the growing linguistic and cultural diversity in classrooms has broadened the essential literacy skills required for students. Literacy skills extend beyond reading and writing printed texts and increasingly involve navigating varied communication styles in diverse contexts.

At Clinton Hill Early Learning Center (opens in a new window) in the South Ward, everything is designed with the city’s youngest children in mind. Many of the wall decorations are just 2 feet off the ground — the perfect view for infants and toddlers. The lobby overflows with plants and sunlight, the classrooms are filled with color, and the courtyard has climbing structures, toys, and, most importantly, padded flooring. Clinton Hill Early Learning Center offers one solution for closing gaps in financing early childhood education. The center is funded by the Maher Charitable Foundation, a philanthropy (opens in a new window) that engages in early childhood education projects and policy efforts and has previously funded the expansion of Newark early learning facilities.

Share these titles featuring Indigenous characters with young children, tweens, and teens all year long!

Today’s post is the latest installment in a series on simple moves teachers can make that offer the potential for large classroom impacts.

Here in Cicero School District 99, students are getting an extra 30 minutes of reading or math instruction every day, which adds up to around three additional weeks of school. School leaders hope that will be enough time to teach students key skills they missed and boost test scores. The initiative has added new instructional challenges for Cicero teachers, who were already busy putting a new reading curriculum in place and helping students cope with the ongoing fallout of the pandemic. Still, Cicero stands out for making a longer school day a reality. While many schools used COVID relief funding (opens in a new window) to beef up summer school or add optional after-school tutoring, far fewer added extra time to the school day or year.

Board books are a solid hit with tots and sturdy sellers in the publishing industry. They’re also a powerful tool for neurodevelopment in young children. The science behind board book learning supports the market boom around their popularity. “The number one most important thing about board books is the pages’ thickness, because babies and toddlers don’t have the fine motor skills to turn paper pages,” says Caitlin Gallingane, clinical assistant professor in the University of Florida’s College of Education. That enables the development of “concepts of print” — how to hold a book, how to turn pages. Babies learn these basics not just by seeing, but by getting their hands on books and mimicking their grown-ups.

Meg Medina, the current National Ambassador for Young People’s Literature, has worked with the Literary Initiatives Office of the Library of Congress to create a project called Cuéntame!: Let’s Talk Books. The idea at the heart of Cuéntame — which means “tell me,” or, literally, “story me” in Spanish — is that talking about books is something that children should feel totally at ease doing, just as they’d talk about any other topic with their friends, family and teachers. Too often in school, talking about books is reserved for “book reports” or presentations.

More than a decade after it was phased out in most schools, elementary school students in California will begin learning cursive writing next year — thanks to a new law.

Schools are obligated to provide interpretation services for families of English learners, but most don’t. Now there’s some momentum to change that.

Scholastic is reversing course, saying it will no longer separate diverse stories for school book fairs after weeks of mounting backlash from educators and authors. The educational company, which both publishes and distributes books, waded into hot water last month after it confirmed that it was changing its policy for its middle school book fair offerings. It said it was putting most of the titles dealing with race, gender and sexuality into their own collection, and allowing schools to decide whether to order it, as they would with any display.

This post is the second in an ongoing series about small teacher moves that have the potential of a big impact on students.

School Library Journal shares its latest batch of starred book reviews, filled with a diverse collection of titles and a new counting book from the late Mauriece Sendak.

Our meta-analysis sampled 36 studies focusing on educational apps designed to improve math and reading skills in children aged 3 to 9. The findings bring good news: The overall effect of these apps is positive. But before parents and teachers rejoice and hand over tablets to their kids for the entire day, it’s important to note that the average positive effect hides significant variation in app effectiveness. Our study revealed that the effects of the apps ranged from slightly negative to hugely positive. With such a wide range of outcomes, it’s crucial to explore the characteristics of the studies and apps that may explain these differences.

At the beginning of the school year, it can feel like we’re endlessly assessing students. Especially with our youngest learners, we want to monitor their progress in phonological awareness, letter names, letter sounds, sight words, blending, etc. Trying to manage all of this data collection can feel overwhelming. But imagine how process monitoring can change when students are engaged in data reviews and goal setting. Changing my mindset around data transformed data collection from a monotonous task to the best part of my day. The impact of these metacognitive strategies extended far beyond simply monitoring academic progress. 

Dozens of Scholastic book fairs are ongoing in schools across the country this fall. Annually, the publisher provides books to about 120,000 book fairs, according to Scholastic’s website. Here’s what you need to know about what students can find at book fairs, who organizes them, who selects the books for them, and more.

Young readers will delight in these tales, both fun and (slightly) frightening, about preparing for and enjoying the holiday with family and friends.

Guest editors Tiffany K. Peltier, lead learning and delivery specialist for literacy at NWEA, and Marissa J. Filderman, assistant professor at The University of Alabama, saw the issue as a way to help provide clarity on the topic. In their opening letter, the pair write, “Many struggle to identify evidence-aligned intervention and assessment practices for students at risk for or identified with dyslexia. Understanding what dyslexia is — and what it is not — can better enable us to help students learn how to read and succeed in school.”

The remembrance of things past and the deconstruction of old traumas are at the heart of two exceptional new middle grade novels. “Remember Us,” by the National Book Award winner Jacqueline Woodson, and “Gone Wolf,” by Amber McBride, both draw from real-life events to imagine richly detailed worlds of pain and beauty. “Remember Us” recalls the fires of 1970s Bushwick. “Gone Wolf” begins in a 2111 Southern breakaway nation after a second Civil War.

The distinct and evolving genre merges devices of fiction and poetry with a clear narrative arc — and it’s uniquely compelling to middle and high school readers. To find out more about how middle and high school teachers are incorporating this exciting literary form into lessons, I checked in with educators from Texas to Shanghai and came away inspired to use verse novels with my students this year.  

A popular reading organization has sued the state of Ohio in an attempt to block changes Gov. Mike DeWine’s administration recently made to how early reading is taught in the state. The Reading Recovery Council of North America filed a lawsuit against the state and DeWine earlier this month, prompted largely by the bill’s attempt to stamp out a teaching practice that it has used in its own teacher-training program. It’s one of the first major legal challenges to a wave of recent state legislation aiming to align classroom instruction to the “science of reading”—the broad base of research on how children learn to read.

Students and teachers are again returning to campus, but this time in a new environment — in which Covid remains an ever-present threat, but no longer frames our everyday lives — as the country collectively adjusts to a new normal. Last year, in the first days of school, we sent reporters across the country to see how students were feeling about returning. This year, as school began, we sent reporters into the field again, to see how much — or how little — has changed, and to answer a simple yet pivotal question: Where are we now?