Today’s Literacy Headlines

As parents juggle uncertainty in the coming months, there are small yet important things they can do to send their children back to school in the fall with a sense of confidence. Reading prowess may end up being the biggest measure of success. At The Literacy Lab, we work with 6,000 struggling readers every day, helping them achieve big literacy gains via just 20 minutes per day. Evidence-based practice from our work at The Literacy Lab shows that small things, when done purposefully and repeatedly, can make a big difference — even from home. Parents have tools to support their children’s learning and help them to stay on track.

If your kid already has a tablet glued to their hands, why not take the opportunity to make it educational? These 16 free online reading courses are perfect to help your child excel when it comes to phonetic awareness and reading comprehension. Plus, they’re fun, and if they happen to develop a passion for reading along the way, they’ll be set up for a lifetime of success.

Teachers have pivoted from their previous routine, away from much of their lessons, without a roadmap, and are plotting out how to teach students from a distance. For early elementary teachers, perhaps no subject is as critical as reading, the basis of their students’ future academic, and broader, success. Reading proficiently by the end of third grade is linked to high school graduation and eventual job earnings. But the disruption of closing campuses and unexpectedly shifting to home learning almost certainly will hurt reading progress. Timothy Shanahan, a professor of curriculum and instruction at the University of Illinois Chicago, said there is little research on what an upheaval of this magnitude could do to learning, but that research about the loss of skills during summer break shows that students from under-resourced backgrounds or struggling with trauma suffer more severe losses.

There have been multiple pits of quicksand on our remote-learning journey, logistically and emotionally. So many parents are burnt out from trying to educate their children at home, and while there are calls to give up on distance learning all together, I’m not ready to quit just yet. So I asked a teacher, a learning specialist and a head of school how parents can keep going when every minute feels like an eternity.

A team of education leaders, charged with recommending improvements to reading instruction in classrooms across North Carolina, is refining its final proposals. The State Board of Education’s literacy task force has taken on big questions in recent months: How can reading instruction improve? How can teachers be better prepared in college? How can current teachers learn more effective strategies? The task force is thinking of ways to support and improve the work of the thousands of elementary school teachers who are instructing students to read across the state. The group’s draft recommendations include funding for professional development for elementary teachers, administrators, and instructional coaches that is based on current scientific research on reading instruction.

In these painful, disruptive times, many families are turning to the soothing repetition of jigsaw puzzles to bond and to calm the nerves. Puzzle sales worldwide, including in the U.S., have exploded. Major manufacturer Ravensburger, for instance, reported a 370 percent increase year over year in the past few weeks. Beyond their pandemic-driven popularity — and fortunately for parents with young children — the toy can provide a range of educational benefits. There is evidence that early puzzle play can build spatial thinking, says professor in the University of Chicago’s psychology department Susan Levine — meaning the ability to recognize, understand and manipulate the position of objects and how they relate to each other. “And math and science skills are bolstered by strong spatial thinking.”

When schools reopen in the fall, they will look very different than the schools children left in the spring. There will likely be masks, temperature checks and extra space between desks. Nearly 1 out of 5 teachers may not be able to return to school buildings. And looming over schools will be the potential for additional closures forcing students back to remote learning. The new Blueprint for Back to School lays out the issues leaders need to address in these next four months. It is a product reflecting the thinking of 21 former state education chiefs, federal policymakers (spanning the Clinton, Bush and Obama administrations), district superintendents and charter school leaders. Because of the unique challenge of this moment, it is imperative that planning start now.

For both teachers and students alike, paying attention might be especially challenging during the coronavirus crisis, and especially so for students who struggle to focus in school. Nearly 4 of 5 teachers think their students’ ability to focus has gotten worse with school-related tasks during the shutdown, according to an April EdWeek Research Center survey. Executive functioning is roughly defined as a cluster of skills required to sit still, concentrate, and be able to go from one activity to the next. Experts said the risk of concentration problems is exacerbated for students and adults by a variety of factors related to the COVID-19 crisis, including stress over health problems and unemployment and long hours of video game playing. Experts agreed that teachers and parents both have a role to play in changing the environmental factors that interfere with children’s executive functioning. Stephanie Carlson, a developmental psychologist and Professor at the Institute of Child Development at the University of Minnesota, recommends establishing predictable routines before working on executive function or academic skills.

When school and public libraries closed as a result of the COVID-19 pandemic, many children and teens lost access to books. With few books at home, some students don’t have adequate reading material to support their school assignments or their independent reading. As we work to increase students’ access through school and library initiatives to loan books, we must increase how many books young people own at home. By far the most common system among the librarians and teachers I talked with incorporates book exchanges with the school lunches offered to high-need families. When caregivers come to school for meal pickups, they can also take home books. Some school librarians encourage students to reserve library books through the school library website and pick them up during designated exchange times at school. Several community groups have set up free book baskets outside their schools or local laundromats. Coordinating with local independent bookstores and community organizations, some school districts have set up accounts for families to order a few books for their children and receive them by mail. Communicating with students and families via email or phone, many educators are driving around school neighborhoods, picking up and delivering books to their students through no-contact book exchanges. In communities with Little Free Libraries, educators and families report increased use.

ROGER SUTTON: So here we are: two longtime reviewers remembering books that broke the rules, whether aesthetically, politically, in terms of subject matter, or anything else. BETSY HEARNE: The first thing that occurred to me is that no book is an island. Books evolve in kind of a conversation with one another over decades. Let’s talk about the six decades between 1960 and 2020, because that was the period when children’s book publishing exploded. It had been expanding, but it really blew the roof off then. Certainly, 1963 was a watershed. RS: Was that when Where the Wild Things Are came out? BH: 1963, Where the Wild Things Are. 1964, Harriet the Spy. 1965, Jazz Country. All controversial rule breakers, but regarded so differently. Where the Wild Things Are was reviewed and given awards. Harriet the Spy was roundly rejected by libraries and ALA recommendations, but survived. Nat Hentoff’s Jazz Country did not survive; it’s long out of print. One of the characters is an African American jazz musician who gets attacked by the police and injured. It was really startling at the time to see police depicted as racist bad guys.

When the coronavirus emerged in the U.S., people who share books on a small-scale, the stewards of little free libraries, saw a new need. Adding food and other supplies suddenly transformed many of their tiny library boxes into pantries. Now anyone who has a “sharing box” can add their location to an interactive map to connect those in need with those who want to give.

A close look at two very different first-grade classes in two of America’s largest cities shows how the coronavirus pandemic has done nothing to level the playing field of American education, and instead has widened the gaps that have always existed. Chicago Jewish Day School — a private school determined to make remote education during the coronavirus as similar as possible to what it looked like before the pandemic — provides four hours and 15 minutes of daily live instruction, including yoga, art and music. Students even do messy baking projects over Zoom, with parents as sous chefs. It bears little resemblance to the more typical experience that Jacob Rios is having in Philadelphia, where he attends first grade at a public school, Spruance Elementary. Jacob did not see his teacher via video screen until late April; the district spent the first several weeks of the shutdown focused on training staff members to use remote teaching tools, distributing laptops to students and getting meals to low-income families, which make up a majority of the district’s population.

Many states are leaving decisions about how to continue instruction during school closures up to districts. Digital Promise and The Education Trust partnered to compile the following questions to guide equity advocates and district leaders as they engage in conversations about ensuring that our most vulnerable students have equitable access to distance learning, both now and for however long school buildings are shuttered. Depending on public health guidance, distance learning may be needed for the summer and parts of the next school year. In this guide, we share ideas that advocates and district leaders can consider when planning for how to continue teaching and supporting students, based on what other states and districts have begun to do. Still, even under the best circumstances, distance learning is not a substitute for in-school education. The learning loss created by the COVID-19 crisis is going to be massive. Districts should be planning now for how to make up this lost learning time, which particularly affects our most vulnerable students, by implementing summer programs, extending the school year, and extending or restructuring school days for summer 2020, the 2020-21 school year, and summer 2021.

The real Fred Rogers had a lifelong dedication to and respect for children. He was passionate about music and the arts. He was whimsical and had a terrific sense of humor. The real Fred Rogers promoted kindness, tolerance, and love for others. Fred Rogers was a person I had never encountered before. He was a rebel. An unexpected rebel. He was a male role model we had never seen before. It became clear to me that I needed to tell Fred’s story. I needed to use my voice as an author and an illustrator to make a book that would share all of this with today’s children and families. “When I was a boy and I would see scary things in the news, my mother would say to me, ‘Look for the helpers. You will always find people who are helping. If you look for the helpers, you’ll know that there’s hope.’”

Obviously, due to the recent COVID-19 outbreak, summer plans are on hold until further notice. And for families who rely on camp during the warmer months, this can be problematic. Although traditional summer camps might be out of the question this year, there are plenty of virtual options that will keep kids of all ages entertained. Whether they’re looking to keep their academics sharp (hey, no one likes that pesky summer slide, right?) or just want some good, old-fashioned fun, these online summer camps will deliver.

Over 90 percent of Head Start programs have temporarily closed since the COVID-19 outbreak began. These closures include nearly all Migrant and Seasonal Head Start programs, which provide early education, nutrition, and health services to agricultural workers and their families. Agricultural workers, who are particularly vulnerable to the virus and many of whom were excluded from stimulus relief, now have the added strain of finding child care, while Migrant and Seasonal Head Start programs do their best to support families from afar. Migrant and Seasonal Head Start (MSHS) programs, first established in 1969, provide high-quality early learning experiences for children from birth through age five. To be eligible for MSHS enrollment, families must earn the majority of their income from agricultural labor and meet Head Start qualifications, including income below the federal poverty guidelines. As of 2017, 62 MSHS programs received federal funding to serve 28,591 children in 38 states.

Laura Cooper begins class at eight o’clock each morning in her basement, behind her foosball table. She records videos of herself that go out to her kindergarten students in Washington state. They’ve been learning how to read from home since the Covid-19 pandemic closed their schools. So much has changed for teachers, students and parents in the last few months, and we asked you to send in stories about how you’ve been adapting. On this episode of the Educate podcast, we hear from Cooper and listeners like you.

The winners of this year’s Hans Christian Andersen Awards—considered the Nobel Prize for children’s literature—were announced by the International Board on Books for Young People as part of the virtual edition of the Bologna Children’s Book Fair. U.S. author Jacqueline Woodson received the prize for writing, and Swiss artist Albertine was awarded the honor for illustration. Woodson made her debut in 1990 with Last Summer with Maizon, the first in a trilogy exploring the friendship between two girls. Her work now totals 33 books and 13 short stories, spanning issues such as foster care, interracial relationships, drug abuse, and more. In its citation, the jury said that Woodson’s books “feature lyrical language, powerful characters, and an abiding sense of hope.” Her autobiographical novel in verse Brown Girl Dreaming was the winner of the 2014 National Book Award and Coretta Scott King Award and is a Newbery Honor book.After serving as Young People’s Poet Laureate from 2015 to 2017 she was named National Ambassador for Young People’s Literature for 2018 to 2019.

Public schools play a range of roles in society beyond education. As childcare for millions of working parents, they are a cornerstone of any attempt to reopen the economy. They are hubs for community relationships, and distribution points for essential social services. But, before any of that, they must be safe places for children. With those various functions in mind, education leaders are putting out plans that forecast some very big changes to what public school might look like in the coming months and even years. The complications are leading to a patchwork effect and a disconnect between levels of government in many places. In the past few days, the American Federation of Teachers, the nation’s second-largest teachers union, put out a detailed blueprint for reopening. And so did the American Enterprise Institute, the conservative thinktank, which asked retired state superintendents, city chancellors and other school leaders to weigh in. These two plans have a lot in common as far as basic medical recommendations: the need for rapid and repeated coronavirus testing of students and staff, contact tracing, stepped-up hygiene and cleaning and reducing class sizes to allow for social distancing.

The extended school closures caused by the coronavirus crisis have upended the nation’s after-school programs, leaving most with no children to serve and no schools to operate out of. Most organizations have shut their doors. But some, like ourBRIDGE for Kids—a Charlotte, N.C.-based after-school program for English-learner and refugee children—have pivoted to offer new services and extend their hours, doing what they can to help families struggling with food insecurity, lost jobs, and cooped-up children. Using a combination of grant funds and partnerships with foundations and the Charlotte-Mecklenburg schools, ourBRIDGE helps distribute about 1,000 meals per day to families, hosts virtual check-ins for students, delivers personalized activity boxes of art and STEM supplies to homes, and conducts U.S. Census outreach efforts in the heavily immigrant neighborhoods it serves in east Charlotte.

The transition to distance learning has caused unprecedented disruption to our education system. Many low-income students do not have internet access necessary for taking classes online. While some districts and charter schools are distributing devices and hotspots, in others, students are making do with paper packets. So let’s think creatively about what we can do to help. One constant resource for kids of all ages is the local library. Why not begin by opening libraries and using them as one way to bridge the gap? It could soon be possible to partially staff libraries with employees who have recovered from the coronavirus, who are therefore more likely to be immune, and who volunteer to return to work. After libraries are deep cleaned, librarians could curate recommended reading lists and encourage children to check out books from them. Teachers could also develop reading lists and periodically ask their students for book reports, to demonstrate that they’re participating.

Pets are important companions to adults and children who are home during the pandemic: A look at the myriad shared photos on social media and Wired’s recent article “Thanks to Sheltering in Place, Animal Shelters are Empty” makes that abundantly clear. It’s a good time to tune into pet-focused podcasts for some extra comfort and some fun, too. Are you interested in dog shows? In a Storynory episode on the topic, a prize-winning owner breaks down the behind-the-scenes of big competitions. “Eat Your Spanish,” dedicated to helping kids learn the language, offers an animal-themed episode. Stories about a humorous dog-cat rivalry, a pet contest, and interviews with an aquarium veterinarian and a military detection dog manager round out the list.

As social distancing measures continue, libraries anticipate big changes to summer reading. With chances for face-to-face contact limited or absent, many seek alternative strategies for hosting events and recording reading goals. The answer for most: online programming, such as virtual storytimes, science experiments, and small-scale cooking demonstrations. “Our plan is to do a pretty strong and regular slate of virtual programming put out on Facebook,” says Luke Bentley, assistant director at Guernsey County (Ohio) Public Library. “When it comes to doing storytimes over the summer, they’ll be live broadcasts, probably at the same time every day,” he says. “But if Mom works until 6, she can scroll back through the library’s Facebook page, find that storytime happened at 11, and enjoy it just as if she were there.” In addition to adding online programming, libraries are finding digital solutions to track summer reading progress. BPL, for example, will use an app called Beanstack to allow both participants and administrators to track goals online. Patrons without internet access can call a librarian, who will record their reading progress in Beanstack for them.

What do librarians hope kids will read while they’re at home during the pandemic? The PBS NewsHour asked for recommendations, and their answers often contain lessons for navigating this crisis. Jennifer Thornton, director at Carroll County Library in Huntingdon, Tennessee said, “I highly suggest families read the classics together, aloud if possible. Classics hang around for many reasons, not the least of which is that they are relatable, emotive, linguistically diverse, and deal with morality in a multifaceted manner. Everything from a treasury of Mother Goose nursery rhymes and Winnie the Pooh (A.A. Milne original) for youngsters, to J.R.R. Tolkien’s “Lord of the Rings” trilogy or C. S. Lewis’ “The Chronicles of Narnia” book series for older readers, opens the floor for thematic group discussions and imaginative expansion.”

Each school day, Christy Caez’s son, who has ADHD and dyslexia, sits down with his district-provided Google Chromebook to do his classwork. The Lake Nokomis Community School second-grader does his best to complete assignments, but he’s not yet able to read. That means Caez, a stay-at-home mother of two who lives in the Bryant neighborhood, has to guide him through his assignments, reading instructions and typing up his work. “If I didn’t sit down with him, he wouldn’t get anything done,” Caez said. Many Minneapolis students with disabilities have, like Caez’s son, faced a steep learning curve in the transition to remote education. While some may be more engaged, there have been challenges both to ensure the students understand the technology and keep them motivated.

In the debate about nature versus nurture for developing reading skills, cognitive neuroscientists have a clear message: both matter. From infancy, children have a neural scaffolding in place upon which environmental factors refine and build reading skills. In new work being presented today at the Cognitive Neuroscience Society virtual meeting, scientists are reporting on these biological and environmental factors – including early screen time – as they uncover biomarkers that can identify children at risk for dyslexia and other reading acquisition disorders. he research being presented by Tzipi Horowitz-Kraus of The Technion in Israel and Cincinnati Children’s Hospital and others suggests a variety of biological precursors are present in children prior to school age across languages, and several environmental factors can help or hinder reading acquisition. The goal is to identify children at risk early, to provide the best possible interventions that will improve literacy.

When my daughter was younger and we drove to school together, we listened to audiobooks. Tucked into my special memories is when Tink looked contemptuously at Peter Pan and my kindergartner asked me what “contemptuous” meant. Read-alouds and audiobooks are great for learning new words and phrases. Children hear the words pronounced correctly, hear the context around the word, and are free to try it out right away and learn even more. You know your readers really well with a good idea of what parts of the book they might not understand. Read-alouds allow adults to help their children learn to question what they don’t understand - the concrete and the philosophical. Younger children will need support more for actual word meanings and phrases - particularly words with multiple meanings. Older children may have questions about historical periods, time shifts, and character actions. Deep learning lies down both those paths. During our nine years of car commuting together, my daughter and I covered a lot of literary devices, historical events and friendship drama.

The International Literacy Association (ILA) released today its Choices reading lists, composed of titles selected by students and educators across the United States as the most outstanding books published in 2019. The release coincides with Children’s Book Week, a yearly celebration that encourages children to embrace the power of reading for pleasure. In response to the global COVID-19 pandemic, this year’s program has been reimagined to ensure the celebrations continue at home and online.

A federal appellate court last week in a historic ruling determined that the students’ constitutional rights were violated by that level of deprivation. In a 2-1 decision last week, judges from the Sixth U.S. Circuit Court of Appeals ruled that students have a right to “a basic minimum education,” which the court defined as giving students the opportunity to learn to read. The ruling doesn’t address the vast inequities between rich schools and poor schools, but it does set a minimum standard that states must meet in public education: providing kids with “a chance at foundational literacy.” It’s the first time that a federal court has asserted that right. Advocates say the ruling could match Brown v. Board of Education in importance and hope it triggers a broader crusade against unequal education. The U.S. Supreme Court has rejected the idea that there is a general right to an education. But it has left open the possibility that students have the right to an education that is at least minimally adequate.

With all of the confusion surrounding the science of reading and what we have learned about how we learn to read, a unifying term has finally been born to explain the best practice in reading instruction for students with dyslexia. Here’s why Structured Literacy is the most effective approach to reading instruction for students with dyslexia and how you can implement it in your classroom. Structured Literacy is a trademarked term used by the International Dyslexia Association to describe the best approach for reading instruction. This approach is based on the science of how the brain learns to read and supports the methods of instruction known as Orton-Gillingham. Many research-based reading programs are based on the principles of Structured Literacy.

In the U.S., roughly 14 percent of students enrolled in public school receive special education services. As families across the nation are grappling with how to teach their students from home, we wanted to look at the particular challenges parents of these students are facing. Here’s what we heard. One father says, “He often requires a set of highly specific and intensive supports. I am not a trained special ed teacher. I’m not trained in providing him those supports. And if what I did all day was just sit with him and work on education, I think we could really accomplish a lot. But I’m not able to do that, because I’m working from home.”

With schools shuttered due to the pandemic, are kids still reading? They are, according to data from Follett. “We have seen about a 15 percent increase in [book] usage compared to last year,” says Doug Thompson, a spokesman for the company, a leading provider of books in the K–12 market. Based on circulation data, the following lists of most popular ebook and audiobook titles reveal some surprises. The top three ebooks for kindergarten through third grade were Spanish language titles, including nonfiction about matter, birds, and rainbows. Top 25 titles for grades 3–6, on the other hand, were dominated by tried-and-true favorites from popular authors, such as Kate DiCamillo, Cece Bell, and Lincoln Peirce with his “Big Nate” series.

A new organization is pushing for children’s TV and video programs to automatically display captions to boost literacy. It’s an easy thing to do, and it has even more research behind it than advocates realize. The goal of a U.K.-based advocacy group called Turn on the Subtitles, or TOTS, is to raise awareness among parents to turn on those captions at home—or, better yet, to have broadcasters and content providers display the captions automatically on programs directed at six- to ten-year-olds. TOTS relies on research showing that children generally do read captions when they’re available, and that they lead to significantly better outcomes, especially among those who struggle with reading.

Reading experts and brain scientists agree nearly every child can learn to read if they are taught using explicit, systematic, research-based instruction. So why aren’t all teachers and schools using this method? Many Oklahoma students struggle to read. Only 29% of Oklahoma fourth graders – and 26% of eighth graders – were at or above proficiency in reading in the 2019 National Assessment of Educational Progress, compared with 34% and 32% nationally. The problem is especially acute among low-income children. Yet state officials say many teachers still use reading-instruction theories that brain research has shown don’t work and can be detrimental. That problem could become more severe in the fall, when school resumes and teachers must deal with students who fell behind during the pandemic.

A special education teacher offers help and advice for parents of kids with learning disabilities during this learning-at-home period. By now you’ve had a few weeks of virtual learning with your child. I hope things are getting easier and routines are starting to be established. Homeschooling has been a difficult transition for everyone, but it is especially challenging for parents of children with special needs. Children with learning disabilities often need routines to establish security, stability and predictability. Routines help children know what to expect and how to deal with the stress of a completely new learning environment.

Actress Julie Andrews and her daughter, Emma Walton Hamilton, have launched a new weekly children’s book podcast Julie’s Library, presented by American Public Media, to help keep kids entertained while staying home. “It is our hope that the stories and ideas we share on Julie’s Library will provide family listening pleasure, inspire meaningful conversations, and be a trusted resource for literary enjoyment and learning.” Andrews told CBS News she hopes the podcast will “encourage reading and literacy and, I mean, all those subliminal things that go along with enjoying a good book.” The mother/daughter team are the co-authors of over 30 books, including The Very Fairy Princess and numerous sequels. “We discuss the thoughts and meanings behind the stories. We discuss words. I hope that at this time in everyone’s life it’s something that will get children thinking. You can listen to it with parents and grandchildren and friends,” The Sound of Music star told Today.

The vast majority of children need to be taught how to read. Even among those with no learning disabilities, only an estimated 5 percent figure out how to read with virtually no help, says Daniel Willingham, a psychologist at the University of Virginia in Charlottesville and author of Raising Kids Who Read. Yet educators have not reached consensus on how best to teach reading, and phonics is the part of the equation that people still argue about most. Data suggest that kids who get systematic phonics lessons score the equivalent of about half a grade level ahead of kids in other groups on standardized tests, literacy researcher Timothy Shanahan says. Some of the most compelling evidence to support a phonics-focused approach comes from historical observations: When schools start teaching systematic phonics, test scores tend to go up.

Distance learning has posed a significant challenge for families who are not fluent in English and the teachers who educate them and will continue to be in the months ahead. Nearly 5 million U.S. schoolchildren are classified as English-language learners and millions more come from homes where their parents speak a different language: About 1 in 4 children, roughly 18 million, in the nation’s K-12 schools live with immigrant parents. As they struggle to keep instruction going for this vulnerable group of students, school districts around the country are leaning heavily on multilingual staff—employees that have become more of a necessity than a luxury during the nation’s widespread school closures—to connect with these English-learner and immigrant families. The stakes are high: Among advocates and researchers, there is concern that the extended school closures happening across the nation could exacerbate the struggles of a student population that already faces a high risk of experiencing homelessness, hunger, and academic struggle.

Already ravaged by poor health outcomes and joblessness before a crushing wave of Covid-19 cases, the people of Detroit received welcome news Thursday in the form of a long-awaited ruling from a federal Court of Appeals. In Gary B. v. Whitmer, a three-judge panel on the Sixth Circuit Court of Appeals held that Detroit’s students enjoy a “fundamental right” to literacy under the United States Constitution. If allowed to stand, this landmark ruling could force the State of Michigan to dramatically improve the quality of education offered to thousands of Detroit’s most disadvantaged students. Sadly, the decision is likely to be reversed. The political and economic reality is that if poor children and children of color in Detroit are ever to have the schools they deserve, state elected officials — not the courts — will need to be the ones to deliver it.

Listen to this interview with Lynn Kleinmeyer, a Digital Learning Specialist at an education service agency in eastern Iowa called Grant Wood AEA. Her background as a literacy teacher and teacher librarian afford her a unique perspective when it comes to OER and instructional materials. She has quickly become a go-to for many educators in and out of the state of Iowa for her work on OER, copyright and Creative Commons, and a deep understanding of why school librarians are so important.Learn about the shifting role of the school librarian around the development and support of literacy in both traditional and non-traditional ways, access to curated resources for students and educators, including OER, and honoring learners at every age, level, ability, and population and ensuring materials are inclusive and representative. Our school librarians are allies in this OER work and we need to make sure that we’re including them from the very beginning.

Mastery of foundational and complex reading skills must be the non-negotiable goal of education when society expects its citizens to be civically engaged, able to access and use a range of texts, and carry out everyday responsibilities as a contributing member of society. In Clayton County Public Schools, just south of metro Atlanta, we have been more intentional with helping to fulfill this promise to our students. We have taken clear steps to ensure more of our students learn to read during their primary years so that they are ready to “read to learn” – beyond the formative years. To confront and improve students’ literacy outcomes, we decided to take a solution-oriented approach by: increasing leaders and teachers’ understanding of how students learn to read and comprehend at deep levels; implementing a comprehensive reading program; and engaging all stakeholders for collective momentum.

Recent tests show American students are getting worse at history, geography, and civics—and they were pretty bad to begin with. It’s time for America’s education policymakers, commentators, and officials to stop providing misleading explanations that will only lead to more hand-wringing about low scores—not to mention to continued dysfunction in our democratic society. Instead, they could urge schools to start teaching history, geography, and civics beginning at the elementary level, using newly developed curricula that focus on those topics—some of which are are even available for free.

Jason Reynolds, our current Library of Congress National Ambassador for Young People’s Literature, chose the platform, GRAB THE MIC: Tell Your Story. His two-year term is devoted to listening and empowering students to share their own personal stories. While he might not currently be traveling around the country, he is speaking directly to young people in his GRAB THE MIC monthly blog/newsletter, published the first Monday of each month. Another element of Reynolds’ platform is Write. Right. Rite. The video series invites kids to creatively engage with the Ambassador’s passion for storytelling while discussing topics like creativity, connection, and imagination

Like many students who have shifted to remote learning, Leslie Novoa’s three children are jumping on Zoom calls and missing their classmates. Ms. Novoa and her family live in a shelter in Brooklyn run by the nonprofit organization Win, a major provider of shelter for homeless families in New York. On Tuesday, her little ones heard some good news: Win was distributing free books to the children in the facility. The books came from First Book, a nonprofit that provides free and inexpensive books and learning materials to children in need. To help organizations like First Book as they assist some of those most impacted by the coronavirus, The New York Times Neediest Cases Fund has started a Covid-19 Relief Campaign. This monthlong campaign will benefit First Book and three other agencies offering support to those affected by the outbreak.

We know we should limit kids’ screen time. But learning has moved online. What can educators, parents, and students do to make sure online learning doesn’t become unhealthy? Here are three recommendations for keeping our online lives as healthy as possible: Teachers who want their students to watch videos as part of their homework might consider which could be listened to instead—perhaps during a walk around the neighborhood (while practicing social distancing!). For taking notes, encourage students to go analog. Even before I converted my own course to a distance-learning format, I asked students to bring a notebook and pencil to class. Scientific research shows that taking notes by hand is more beneficial than typing away on a laptop. When delivering an online class, periodically cue students to look away from the screen (e.g., “Now, from memory, redraw the figure we discussed last week”).

Before he became a journalist, Nehemiah Frank was a teacher and school administrator. So when the schools closed in Tulsa, where Frank edits The Black Wall Street Times, he was the family member best positioned to oversee distance learning for his 5-year-old cousin Caillou. The first packet sent home from school contained second-grade work. That was frustrating, but not as disconcerting as issues that arose as Frank and Caillou started making their way through kindergarten-level assignments that followed. The boy had speech issues, did not know all the alphabet, could not recognize the most basic sight words and had terrible penmanship. Before Frank took over his schooling, the family wasn’t aware of any of this. With the help of a friend who is a speech pathologist and some online resources, Frank used the first month of the school shutdown to teach Caillou to pronounce his letters and helped him rocket ahead in math. But he wonders how far behind the boy would have fallen.

Three-quarters of U.S. states have now officially closed their schools for the rest of the academic year. While remote learning continues, summer is a question mark, and attention is already starting to turn to next fall. Recently, governors including California’s Gavin Newsom and New York’s Andrew Cuomo have started to talk about what school reopening might look like. And a federal government plan for reopening, according to The Washington Post, says that getting kids back in classrooms or other group care is the first priority for getting back to normal. Here are nine key ideas — drawn from interviews with public health experts, education officials and educators around the country — for what reopening might look like

Eighth graders’ grasp of key topics in history have plummeted, national test scores released this morning show. Except for the very top-performing students, scores fell among nearly all grade 8 students in history on the National Assessment of Educational Progress, also called the Nation’s Report Card, compared with 2014 results. Scores fell in geography, too. Only in civics, the third subject tested, did students’ scores remain flat. The history and geography findings add to growing evidence of a broad-based widening of learning gaps between top performers and the most struggling students. “The bottom of the distribution is dropping at a faster rate,” said Peggy Carr, the associate commissioner of the National Center for Education Statistics, which administers the NAEP. “These results are not designed to point to why this is also happening, but we clearly see a correlation here that’s disturbing.” Different groups of 8th graders took NAEP’s 8th grade reading and its civics, geography, and history tests, but Carr surmised that students who struggle to read would likely face an uphill fight with the social studies subjects.

Coping with the unknown brought on by the novel coronavirus pandemic could prove especially difficult for students with autism, many of whom struggle with communication and abrupt changes in routine. To help families and educators, the National Professional Development Center on Autism Spectrum Disorder compiled a guide, “Supporting Individuals with Autism During Uncertain Times” that recommends seven strategies to support the needs of individuals with autism. The 60-page guide includes exercises and resources designed to help caregivers implement the strategies at home. Among 8-year-old children, about 1 in 54 are identified with autism spectrum disorder, recently released Centers for Disease and Control Prevention data indicate. Kara Hume, an associate professor of applied developmental science and special education at the University of North Carolina, Chapel Hill, School of Education and faculty fellow at the Frank Porter Graham Child Development Institute, led the team that created the guide. In this Q&A, Hume, a former elementary school special education teacher, offers advice on how schools and families can work together to support students with autism as they adjust to life without school. The questions and answers have been edited for length and clarity.

The most common library services offered to students during the COVID-19 shutdown of schools? Reader’s advisory and storytime/readalouds were tops in middle schools and elementary schools, respectively, according to School Library Journal’s recent survey.

Last year saw small increases in pre-K spending, enrollment and quality, but the authors of the annual report, State of Preschool Playbook, say bipartisan action is needed to protect programs from another recession. Publicly funded early-childhood education programs are at risk of experiencing “long-term damage” due to the pandemic’s effect on the economy, according to leaders of the National Institute for Early Education Research. “The current and looming economic crisis poses a considerable threat to state-funded pre-K,” said W. Steven Barnett, NIEER’s senior co-director and founder. “It needs to grow and improve, not just hold on.” Barnett noted even with the country entering a recession, he’s encouraged preschool has been a bipartisan issue, and states that lean in opposite directions politically “share a commitment to high-quality preschool education.”

Little Free Library, a nonprofit based in Hudson, Wisconsin, United States was awarded for contribution to global literacy from the World Literacy Foundation. The Little Free Library was awarded for its significant contribution to global literacy. The announcement was made today at the World Literacy Summit. Little Free Library aims to inspire a love of reading, builds community and sparks creativity by fostering neighborhood book exchanges around the world. It is reported that two out of three children living in poverty have no books to call their own, and children growing up in homes without books are on average three years behind children in homes with lots of books. The library aims to fill these book deserts by placing libraries where they can make a big impact through the Impact Library Program. Proudly recording over 100,000 book-sharing boxes in over 100 countries around the world, Little Free Library helps to exchange millions of books annually.

The National Reading Panel’s findings remain as strong and supported as they were that April day 20 years ago last week. The panel emphasized that good reading instruction incorporates explicit and systematic instruction in five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Despite the clarity of the NRP’s determinations, we are still facing the same literacy challenges two decades later. We have continued to fail at improving the teaching and learning of reading. More than a third of our fourth-graders still can’t read at grade level, according to national tests, with the numbers even more dire when it comes to African-American, Latino and low-income students. As highlighted by journalists such as APM Reports’ Emily Hanford, although we may know how to effectively teach virtually all children to successfully read, we simply aren’t putting that knowledge to work in our teacher education programs and elementary school classrooms.

Prolonged school closures associated with the coronavirus pandemic are likely to have a major and negative affect on children’s learning, according to a wide range of experts — leaving some students behind academically for years to come, and even leading to meaningful lost income over the course of their lifetimes. Problems are likely to be especially concentrated in younger children and lower-income households, but not necessarily limited to them. Andrew Rotherham, the co-founder of Bellwether Education Partner and an education policy staffer in the Clinton administration, offered the most optimistic assessment I found, telling me that for middle-class parents of older kids, “this will be not that big of a deal.” Even so, he says he’s very worried about “early grades where we’re focused on literacy, which really is foundational to your experience in school and life” as well as for low-income kids of all ages.

In the midst of the coronavirus, summer reading may not feel like a top priority—but the school break will be here before we know it. How can educators help keep kids engaged from afar? This podcast playlists for elementary, middle, and high school listeners can help. Each list is pegged to this year’s Collaborative Summer Library Program reading theme, Imagine Your Story. These podcasts are free and easy to listen to from any device via popular apps such as Apple Podcasts, Google Podcasts, or Stitcher or from a website like the podcast search engine Listen Notes. You can link these playlists to your library’s summer reading web page or create your own using Listen Notes, which lets you build and share playlists with its Listen Later feature.

The new question-of-the-week is: What can reading and writing instruction look like in the age of the coronavirus? All contributors today are teachers in the National Writing Project network. The National Writing Project is the nation’s largest network of teacher-leaders, K-university and across the curriculum, focused on improving the teaching of writing and learning in schools and communities nationwide.

Reading research has shown that phonemic awareness is the most reliable early predictor of a child’s reading ability, a better predictor than even a child’s IQ. Phonemic awareness refers to a person’s ability to identify and manipulate the individual sounds in words. Difficulties with phonemic awareness can cause reading and spelling problems, because if a child has difficulty identifying individual sounds in words, the child will have trouble connecting those sounds to letters. Reading and spelling require accurate and efficient connections between the sounds of our language and the letters that represent those sounds.

The sudden switch to remote learning for the 1.1 million public school students in New York City has presented the nation’s largest school system with its greatest challenge in decades. There is also a crisis within the crisis. The city is home to roughly 200,000 public school students with disabilities. Now, the already-strained special education system must transform how they are educated, which includes crucial services — like speech, occupational and physical therapy — that are extremely difficult and in some cases impossible to translate online.

The Moravia Judy Center, which runs early childhood programs at Moravia Park Elementary School, started its home visiting program for pre-K and kindergarten students in 2016, sending pairs of teachers into students’ homes in an effort to build mutually supportive relationships with their families, most of whom are poor enough to qualify for public assistance. The visits are modeled after a method that was devised more than two decades ago by Parent Teacher Home Visits, a nonprofit based in Sacramento, and have quickly expanded to more than 700 communities in 27 states and Washington, D.C. With its method, teachers and school staff travel in pairs to visit a family at least once — either at home or in a neutral public setting like a park — usually ahead of the school year. The teachers arrive prepared to listen: They do not take notes, fill out paperwork or lecture. Instead, they want to know about the family’s hopes and dreams for their child, and connect with their soon-to-be student in a nonschool setting.

Talking with children builds their vocabularies and knowledge. But as a result of the press around the documented “word gap,” or the large average differences in how much parents from high versus low socioeconomic backgrounds talk with their children, parents might feel pressure to continuously talk to their children. We know from the science that this isn’t quite right. Our work shows that the quality of the talk matters more than the quantity, and that children themselves need to be engaged in the conversations for more learning to occur. For example, in recent work led by Rachel Romeo we found that children who engage in more conversations at home, not children who hear more talk, show more efficient brain processing when they listen to language and have better language skills. It’s the conversations that are key to learning. Perhaps even more importantly, this isn’t all about learning words – it’s about building knowledge, as words bring with them concepts and ideas.