What the latest reading study that's getting a lot of buzz says – and where its evidence falls short
Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books
Leading dyslexia treatment isn’t a magic bullet, studies find, while other options show promise
Paper books linked to stronger readers in an international study
A popular program for teaching kids to read just took another hit to its credibility
Weighing the best strategies for reading intervention
How music can help kids learn literacy skills
In Print or Onscreen? Making The Most of Reading With Young Children
The Benefits of Speech-to-Text Technology in All Classrooms
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FM","link":"/"}},"mindshift_61475":{"type":"posts","id":"mindshift_61475","meta":{"index":"posts_1591205157","site":"mindshift","id":"61475","score":null,"sort":[1682330401000]},"guestAuthors":[],"slug":"what-the-latest-reading-study-thats-getting-a-lot-of-buzz-says-and-where-its-evidence-falls-short","title":"What the latest reading study that's getting a lot of buzz says – and where its evidence falls short","publishDate":1682330401,"format":"standard","headTitle":"What the latest reading study that’s getting a lot of buzz says – and where its evidence falls short | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In early April 2023, I started getting emails and messages urging me to take a look at a fresh \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai23-755\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reading study in Colorado\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The study, a working paper that has not yet been peer-reviewed, came to two dramatic conclusions. The first was that elementary school students who attended “Core Knowledge” schools – which teach young children a broad core curriculum in many subjects – were better readers. Their reading scores in third through sixth grades indicate that these children were not only above average at deciphering the words on the page but were better at understanding and analyzing what they were reading. Even more surprising was the finding that the reading gains were so large for low-income students that they would eliminate the achievement gap between rich and poor children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The nine authors, most of whom hail from the University of Virginia, issued a press release trumpeting it as the first long-term study of a knowledge-rich curriculum and the first to show outsized gains on state assessments. They said the gains were large enough to catapult U.S. reading achievement from 15th place among 50 nations on an international reading test of fourth graders to the top five. Robert Pondiscio, writing on the website of the conservative Thomas B. Fordham Institute, called it “\u003c/span>\u003ca href=\"https://fordhaminstitute.org/national/commentary/long-last-ed-hirsch-jr-gets-his-due-new-research-shows-big-benefits-core\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">compelling evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” for the theories of University of Virginia English professor emeritus E.D. Hirsch, who developed the curriculum used in these schools and whose 1987 book Cultural Literacy inspired the common core standards movement in American education. Journalist Natalie Wexler, author of the 2019 book “The Knowledge Gap,” said the study ought to \u003c/span>\u003ca href=\"https://www.forbes.com/sites/nataliewexler/2023/04/09/dramatic-new-evidence-that-building-knowledge-can-boost-comprehension-and-close-gaps/?sh=1e5bd4b77725\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">spark a re-evaluation of the usual approach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to reading comprehension in schools, which frequently focuses on skills, such as asking students to find the main idea and make inferences. Hirsch’s Core Knowledge curriculum teaches skills too, but it places more emphasis on expanding children’s knowledge of the world, from Greek mythology to the solar system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For advocates of building children’s general knowledge, the study is certainly positive news and an indication that this type of instruction may be beneficial. But from my perspective, it falls far short of convincing proof or vindication. For starters, the study took place at nine charter schools in Colorado, stretching from Denver to Fort Collins. It’s impossible from the study design to distinguish whether the Core Knowledge curriculum itself made the difference or if it could be attributed to other things that these charter schools were doing, such as teacher training or \u003c/span>\u003ca href=\"https://mycharacterformation.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">character education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> programs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The schools catered to middle and upper income families; median family income exceeded $114,000 at three of the suburban schools. Only one of the schools had a somewhat lower income population, but median family income still exceeded $50,000 and fewer than a third of the children were living below the poverty line, not nearly as poor as many city schools. The claim of closing the achievement gap is based on only 16 students who attended this one charter school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers have long found correlations between a child’s knowledge and reading scores, but that’s not the same as proving that building knowledge first is what causes reading comprehension to flourish later. The theory – widely accepted by education researchers – is that what we grasp from what we read depends on whether we can hook it to concepts and topics that we already have some knowledge about. Laboratory studies have found that children who are familiar with a topic are better able to comprehend a new reading passage on it. In one 1987 experiment, kids who were familiar with baseball were \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-0663.80.1.16\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">better able to retell a story they had read about a baseball game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than children who had stronger reading abilities. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, U.S. schools, especially those that serve low-income children, have moved in the opposite direction. Educators have felt pressure to cut time for science, social studies and the arts in order to carve out more time for reading and math, the two subjects that are tested annually by every state and by which schools are judged. During reading class time, many schools emphasize skills over content, asking children to practice comprehension strategies on short reading passages, rather than reading a whole novel. Critics say this has hampered the ability of children to build a strong foundation of background knowledge at school and has impeded their reading comprehension.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The major factor that’s the cause of achievement differences in low and high income students turns out to be their level of general knowledge,” said David Grissmer, a research professor at the University of Virginia and one of the lead authors of the study. “It’s geography; it’s history; it’s science; it’s cooking; it’s athletics, whatever that broad knowledge is about the world we live in. It comes from lots of different sources, sometimes from families, sometimes communities, sometimes from school. It’s the experiences kids have that build that general knowledge, which really provides the particular advantage that we see for higher income kids. I don’t think it completely accounts for it, but it accounts for more of that difference than I think most of us ever thought.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s nearly impossible to test different instructional approaches in real classrooms. Teachers can teach only one curriculum at a time – often after years of training and practice to implement it correctly – and so it’s not practical to randomly assign some children to learn a different way in the same school. One can study the students at schools that have adopted the Core Knowledge curriculum, but it’s hard to know if the students who attend these schools would have scored just as high in reading if they had been taught the usual way at a traditional public school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers copied a method used by charter school researchers. They identified nine charter schools in Colorado that had adopted Hirsch’s Core Knowledge curriculum. They were popular schools with more applicants than seats and so the schools conducted lotteries to admit students. Researchers tracked students who won kindergarten seats in 2009 and 2010, and monitored their test scores through sixth grade, comparing them with students who also wanted to attend these schools but lost the lottery. The lottery losers attended a variety of other schools, from traditional public schools to private schools to other charter schools. Some postponed starting kindergarten that year. Students who attended one of the Core Knowledge charter schools for at least four years had much higher reading scores than lottery losers who did not attend, and the advantage lasted through at least sixth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A huge complication in this study was that Colorado families had applied to many schools as part of the state’s school choice system. Half of the approximately 1,000 lottery winners chose not to claim their kindergarten seats and opted to attend other schools. In other words, researchers lost half of their study subjects. We don’t know how these children would have fared had they attended the Core Knowledge schools. The results might have been different. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In theory, knowledge building and reading achievement ought to be a virtuous circle, where children with greater background knowledge should be able to grasp more of what they are reading, which, in turn, helps them learn more and build more background knowledge and become even better readers. However, in this study, researchers detected the full benefit of the Core Knowledge curriculum immediately in third grade, the first year that children are tested at schools. The advantage for Core Knowledge students did not increase further in fourth, fifth and sixth grades.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 600 schools across the United States have adopted all or parts of the Core Knowledge curriculum, according to the \u003c/span>\u003ca href=\"https://www.coreknowledge.org/community/core-knowledge-schools/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Core Knowledge website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and, what we all want to know, is how well it’s working in low-income public schools. As those results come in, it will be a welcome addition to the debate on how to teach reading, which, in my opinion, has been excessively focused on teaching phonics to children in kindergarten and first grades. That’s important, but becoming a good reader, with strong comprehension skills, takes a lot more. What kids need to know may prove to be critical. Of course, it will open up a whole new political debate of what content knowledge kids should be taught, and in our political times, that won’t be easy for communities to sort out. Procedures and strategies are easier. Content is hard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, “\u003c/span>\u003ca href=\"https://edworkingpapers.com/authors/david-grissmer#755\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">A Kindergarten Lottery Evaluation of Core Knowledge Charter Schools: Should Building General Knowledge Have a Central Role in Educational and Social Science Research and Policy?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” was funded by the Institute for Education Research (an arm of the U.S. Department of Education), the National Science Foundation and two private foundations. One of them, the Arnold Foundation, is among the many funders of The Hechinger Report. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-inside-the-latest-reading-study-that-everyone-is-talking-about/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">reading comprehension\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"A new study concludes that teaching young children a broad core curriculum creates better readers and overcomes income-related disparities. But the study included very few low-income students.","status":"publish","parent":0,"modified":1682124562,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1585},"headData":{"title":"What the latest reading study that's getting a lot of buzz says – and where its evidence falls short | KQED","description":"Researchers concluded that teaching "Core Knowledge" can remove the reading gap between rich and poor children. But the study included very few low-income students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What the latest reading study that's getting a lot of buzz says – and where its evidence falls short","datePublished":"2023-04-24T10:00:01.000Z","dateModified":"2023-04-22T00:49:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61475/what-the-latest-reading-study-thats-getting-a-lot-of-buzz-says-and-where-its-evidence-falls-short","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In early April 2023, I started getting emails and messages urging me to take a look at a fresh \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai23-755\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reading study in Colorado\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The study, a working paper that has not yet been peer-reviewed, came to two dramatic conclusions. The first was that elementary school students who attended “Core Knowledge” schools – which teach young children a broad core curriculum in many subjects – were better readers. Their reading scores in third through sixth grades indicate that these children were not only above average at deciphering the words on the page but were better at understanding and analyzing what they were reading. Even more surprising was the finding that the reading gains were so large for low-income students that they would eliminate the achievement gap between rich and poor children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The nine authors, most of whom hail from the University of Virginia, issued a press release trumpeting it as the first long-term study of a knowledge-rich curriculum and the first to show outsized gains on state assessments. They said the gains were large enough to catapult U.S. reading achievement from 15th place among 50 nations on an international reading test of fourth graders to the top five. Robert Pondiscio, writing on the website of the conservative Thomas B. Fordham Institute, called it “\u003c/span>\u003ca href=\"https://fordhaminstitute.org/national/commentary/long-last-ed-hirsch-jr-gets-his-due-new-research-shows-big-benefits-core\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">compelling evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” for the theories of University of Virginia English professor emeritus E.D. Hirsch, who developed the curriculum used in these schools and whose 1987 book Cultural Literacy inspired the common core standards movement in American education. Journalist Natalie Wexler, author of the 2019 book “The Knowledge Gap,” said the study ought to \u003c/span>\u003ca href=\"https://www.forbes.com/sites/nataliewexler/2023/04/09/dramatic-new-evidence-that-building-knowledge-can-boost-comprehension-and-close-gaps/?sh=1e5bd4b77725\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">spark a re-evaluation of the usual approach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to reading comprehension in schools, which frequently focuses on skills, such as asking students to find the main idea and make inferences. Hirsch’s Core Knowledge curriculum teaches skills too, but it places more emphasis on expanding children’s knowledge of the world, from Greek mythology to the solar system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For advocates of building children’s general knowledge, the study is certainly positive news and an indication that this type of instruction may be beneficial. But from my perspective, it falls far short of convincing proof or vindication. For starters, the study took place at nine charter schools in Colorado, stretching from Denver to Fort Collins. It’s impossible from the study design to distinguish whether the Core Knowledge curriculum itself made the difference or if it could be attributed to other things that these charter schools were doing, such as teacher training or \u003c/span>\u003ca href=\"https://mycharacterformation.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">character education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> programs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The schools catered to middle and upper income families; median family income exceeded $114,000 at three of the suburban schools. Only one of the schools had a somewhat lower income population, but median family income still exceeded $50,000 and fewer than a third of the children were living below the poverty line, not nearly as poor as many city schools. The claim of closing the achievement gap is based on only 16 students who attended this one charter school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers have long found correlations between a child’s knowledge and reading scores, but that’s not the same as proving that building knowledge first is what causes reading comprehension to flourish later. The theory – widely accepted by education researchers – is that what we grasp from what we read depends on whether we can hook it to concepts and topics that we already have some knowledge about. Laboratory studies have found that children who are familiar with a topic are better able to comprehend a new reading passage on it. In one 1987 experiment, kids who were familiar with baseball were \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-0663.80.1.16\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">better able to retell a story they had read about a baseball game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than children who had stronger reading abilities. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, U.S. schools, especially those that serve low-income children, have moved in the opposite direction. Educators have felt pressure to cut time for science, social studies and the arts in order to carve out more time for reading and math, the two subjects that are tested annually by every state and by which schools are judged. During reading class time, many schools emphasize skills over content, asking children to practice comprehension strategies on short reading passages, rather than reading a whole novel. Critics say this has hampered the ability of children to build a strong foundation of background knowledge at school and has impeded their reading comprehension.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The major factor that’s the cause of achievement differences in low and high income students turns out to be their level of general knowledge,” said David Grissmer, a research professor at the University of Virginia and one of the lead authors of the study. “It’s geography; it’s history; it’s science; it’s cooking; it’s athletics, whatever that broad knowledge is about the world we live in. It comes from lots of different sources, sometimes from families, sometimes communities, sometimes from school. It’s the experiences kids have that build that general knowledge, which really provides the particular advantage that we see for higher income kids. I don’t think it completely accounts for it, but it accounts for more of that difference than I think most of us ever thought.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s nearly impossible to test different instructional approaches in real classrooms. Teachers can teach only one curriculum at a time – often after years of training and practice to implement it correctly – and so it’s not practical to randomly assign some children to learn a different way in the same school. One can study the students at schools that have adopted the Core Knowledge curriculum, but it’s hard to know if the students who attend these schools would have scored just as high in reading if they had been taught the usual way at a traditional public school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers copied a method used by charter school researchers. They identified nine charter schools in Colorado that had adopted Hirsch’s Core Knowledge curriculum. They were popular schools with more applicants than seats and so the schools conducted lotteries to admit students. Researchers tracked students who won kindergarten seats in 2009 and 2010, and monitored their test scores through sixth grade, comparing them with students who also wanted to attend these schools but lost the lottery. The lottery losers attended a variety of other schools, from traditional public schools to private schools to other charter schools. Some postponed starting kindergarten that year. Students who attended one of the Core Knowledge charter schools for at least four years had much higher reading scores than lottery losers who did not attend, and the advantage lasted through at least sixth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A huge complication in this study was that Colorado families had applied to many schools as part of the state’s school choice system. Half of the approximately 1,000 lottery winners chose not to claim their kindergarten seats and opted to attend other schools. In other words, researchers lost half of their study subjects. We don’t know how these children would have fared had they attended the Core Knowledge schools. The results might have been different. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In theory, knowledge building and reading achievement ought to be a virtuous circle, where children with greater background knowledge should be able to grasp more of what they are reading, which, in turn, helps them learn more and build more background knowledge and become even better readers. However, in this study, researchers detected the full benefit of the Core Knowledge curriculum immediately in third grade, the first year that children are tested at schools. The advantage for Core Knowledge students did not increase further in fourth, fifth and sixth grades.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 600 schools across the United States have adopted all or parts of the Core Knowledge curriculum, according to the \u003c/span>\u003ca href=\"https://www.coreknowledge.org/community/core-knowledge-schools/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Core Knowledge website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and, what we all want to know, is how well it’s working in low-income public schools. As those results come in, it will be a welcome addition to the debate on how to teach reading, which, in my opinion, has been excessively focused on teaching phonics to children in kindergarten and first grades. That’s important, but becoming a good reader, with strong comprehension skills, takes a lot more. What kids need to know may prove to be critical. Of course, it will open up a whole new political debate of what content knowledge kids should be taught, and in our political times, that won’t be easy for communities to sort out. Procedures and strategies are easier. Content is hard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, “\u003c/span>\u003ca href=\"https://edworkingpapers.com/authors/david-grissmer#755\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">A Kindergarten Lottery Evaluation of Core Knowledge Charter Schools: Should Building General Knowledge Have a Central Role in Educational and Social Science Research and Policy?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” was funded by the Institute for Education Research (an arm of the U.S. Department of Education), the National Science Foundation and two private foundations. One of them, the Arnold Foundation, is among the many funders of The Hechinger Report. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-inside-the-latest-reading-study-that-everyone-is-talking-about/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">reading comprehension\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61475/what-the-latest-reading-study-thats-getting-a-lot-of-buzz-says-and-where-its-evidence-falls-short","authors":["byline_mindshift_61475"],"categories":["mindshift_21504"],"tags":["mindshift_21599","mindshift_21403","mindshift_21600","mindshift_550","mindshift_21128","mindshift_21465"],"featImg":"mindshift_61482","label":"mindshift"},"mindshift_61018":{"type":"posts","id":"mindshift_61018","meta":{"index":"posts_1591205157","site":"mindshift","id":"61018","score":null,"sort":[1676977219000]},"guestAuthors":[],"slug":"want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books","title":"Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books","publishDate":1676977219,"format":"audio","headTitle":"Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Where have all the bookworms gone? Recreational reading has been shown to \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/07448481.2020.1728280\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reduce stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://beckman.illinois.edu/about/news/article/2022/12/05/reading-for-pleasure-can-strengthen-memory-in-older-adults-beckman-researchers-find#:~:text=The%20results%20were%20incontrovertible%3A%20in,strengthened%20older%20adults'%20memory%20skills\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">improve working memory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but fewer children are reading for fun than ever before. In recent \u003ca style=\"font-weight: 400\" href=\"https://www.pewresearch.org/fact-tank/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/\" target=\"_blank\" rel=\"noopener\">surveys\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> by the National Assessment of Educational Progress, 16% of 9-year-olds said they never or hardly ever read for fun, compared to 11% in 2012 and 9% in 1984. Among 13-year-olds, that number was 29% in 2020, compared with 22% in 2012 and 8% in 1984.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Authors \u003c/span>\u003ca href=\"https://twitter.com/pacylin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grace Lin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/KateMessner\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Kate Messner\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> believe books give readers the ability to experience new worlds and empathize with others. Together they wrote \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/grace-lin/once-upon-a-book/9780316541077/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Once Upon A Book,”\u003c/span>\u003c/a> a children’s picture book where the main character Alice is swept away on an adventure through the magic of reading.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a perfect book for everyone,” said Lin. “You just have to find it.” However, there is an art to matching kids with the right book. For parents and teachers who want children to cultivate a love of reading, Messner and Lin provided tips on how to help kids find wonder through books. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61020\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61020\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg\" alt=\"\" width=\"800\" height=\"526\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1020x670.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-160x105.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-768x505.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1536x1010.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Let kids pick their own books \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults sometimes seek out award-winning children’s books only to find that their kid has no interest in reading them. As a parent, Lin had to reconsider her lofty expectations. “[My daughter] wanted her ‘My Little Pony’ book and she wanted Curious George stories – not even the original Curious George books, but the cheap, knock off Curious George books,” said Lin. “Letting go of this idea that I needed her to read ‘good books’ is what I think really has made her love and enjoy reading.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids have room to gravitate to the books that spark their interest, it helps them cultivate their identities as readers. Letting kids choose their own books \u003c/span>\u003ca href=\"http://teacher.scholastic.com/education/classroom-library/pdfs/The-Power-of-Reading-Choice.pdf?esp=TSO/ib/202104////label/card/classroom/reading/////\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">leads to more motivation to read and ownership over the reading process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whereas imposing a book on a child can make the child feel like reading is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51693/why-stepping-back-can-empower-kids-in-an-anxious-world\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a chore instead of a treat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What makes a great book is just the simple fact that a child loves it,” said Lin. “The fact that they’re reading is great.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just because a kid rebuffs esteemed literature, it doesn’t mean those books should be thrown out or given away. Messner recommends putting them in kids’ vicinity. When her son only wanted to read Tonka truck books from the grocery store, she still kept other books around the house.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They were always on the bookshelf and in the baskets and on the table and by the bed and all over the place,” said Messner. “When you live immersed in words like that, you eventually find your way to the other stories. And I think that’s a really powerful way to introduce kids to ideas.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8621075589&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Give everyone access to windows, mirrors and sliding glass doors\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an author/illustrator known for bringing her Taiwanese heritage\u003c/span>\u003ca href=\"https://gracelin.com/books/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> to her work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">one of Lin’s biggest fears is that after Lunar New Year, students won’t read another book with an Asian character until the following year. When teachers only bring books about different cultures into the classroom during holidays, they’re participating in cultural tourism, Lin said. “It’s like Asians only exist during the Lunar New Year and Black people only exist in February.” She invites teachers to make sure that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">diverse books surround children every single day of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lin encourages teachers and parents to see books as windows, mirrors and sliding glass doors, a framework developed by scholar \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Books that are windows show readers new worlds, mirrors show readers themselves, and sliding glass doors allow readers to fully immerse themselves in a story. “Books as mirrors are very important because that is what gives a child a sense of self-worth,” Lin said. “It tells them that they can be the hero in a book. They can be a changemaker. They are the ones who have control in their world. And that’s something that a lot of people from marginalized groups have not had for a long time.” \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Windows and Mirrors of Your Child's Bookshelf | Grace Lin | TEDxNatick\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/_wQ8wiV3FVo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers and parents to be tactful about how they make books as mirrors available to children of color. “My mother tried to get me to read Asian books. I wouldn’t touch them because I just didn’t want to be reminded of how different I was from my classmates,” she said. Educators and parents can make it clear that kids of any identity can and should explore diverse books. “Push the book with the Black character onto the Asian child. Push the book with the Asian character onto the white child,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Recommend books in stacks \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What Kate Messner misses most about her 15 years as a middle school English teacher is putting the perfect book into a reader’s eager hands. If a teacher has a book they think will benefit a student, she encourages them to recommend a stack of books rather than one book at a time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Instead of saying, ‘This book has an Asian character and you’re Asian, so you should read this book,’ which is awkward and uncomfortable, what we can do is say, ‘Oh, here are four books I think you might love,’” Messner explained. The four books might actually focus on another topic the student is interested in and feature at least one Asian character. “Recommending books in stacks is a really great way to introduce kids to stories, but also let them feel the ownership of choice.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61021\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61021\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg\" alt=\"\" width=\"800\" height=\"528\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1020x673.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-768x506.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1536x1013.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-2048x1350.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1920x1266.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stacks are particularly helpful when students are going through something difficult and a teacher wants to give them a book that helps them through a tough time. “I would have kids who I knew were dealing with various tough situations outside of the classroom. Maybe I knew they were struggling with a relative with addiction or maybe I knew that they had some history that was difficult,” Messner said. With these students she’d find and suggest a few books where the main characters overcame a variety of challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’d just present the stack to them and then go away, so that kid who might really need that one book can choose it themselves without me standing over their shoulder,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books have the power to spark children’s interest, broaden their understanding, reflect their experiences and affirm their identities. Every time young readers feel empowered to choose a book for themselves is an opportunity to create a lasting relationship with reading.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"For parents and teachers who want to support kids’ love of reading, “Once Upon A Book” authors Grace Lin and Kate Messner’s share how to be a good book matchmaker and boost kids' motivation to read.","status":"publish","parent":0,"modified":1700528844,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1216},"headData":{"title":"Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books | KQED","description":"“Once Upon A Book” authors Grace Lin and Kate Messner’s share strategies for how to be a good book matchmaker and support kids’ love of reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"“Once Upon A Book” authors Grace Lin and Kate Messner’s share strategies for how to be a good book matchmaker and support kids’ love of reading.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books","datePublished":"2023-02-21T11:00:19.000Z","dateModified":"2023-11-21T01:07:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC8621075589.mp3?updated=1676920349","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Where have all the bookworms gone? Recreational reading has been shown to \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/07448481.2020.1728280\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reduce stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://beckman.illinois.edu/about/news/article/2022/12/05/reading-for-pleasure-can-strengthen-memory-in-older-adults-beckman-researchers-find#:~:text=The%20results%20were%20incontrovertible%3A%20in,strengthened%20older%20adults'%20memory%20skills\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">improve working memory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but fewer children are reading for fun than ever before. In recent \u003ca style=\"font-weight: 400\" href=\"https://www.pewresearch.org/fact-tank/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/\" target=\"_blank\" rel=\"noopener\">surveys\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> by the National Assessment of Educational Progress, 16% of 9-year-olds said they never or hardly ever read for fun, compared to 11% in 2012 and 9% in 1984. Among 13-year-olds, that number was 29% in 2020, compared with 22% in 2012 and 8% in 1984.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Authors \u003c/span>\u003ca href=\"https://twitter.com/pacylin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grace Lin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/KateMessner\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Kate Messner\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> believe books give readers the ability to experience new worlds and empathize with others. Together they wrote \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/grace-lin/once-upon-a-book/9780316541077/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Once Upon A Book,”\u003c/span>\u003c/a> a children’s picture book where the main character Alice is swept away on an adventure through the magic of reading.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a perfect book for everyone,” said Lin. “You just have to find it.” However, there is an art to matching kids with the right book. For parents and teachers who want children to cultivate a love of reading, Messner and Lin provided tips on how to help kids find wonder through books. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61020\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61020\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg\" alt=\"\" width=\"800\" height=\"526\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1020x670.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-160x105.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-768x505.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1536x1010.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Let kids pick their own books \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults sometimes seek out award-winning children’s books only to find that their kid has no interest in reading them. As a parent, Lin had to reconsider her lofty expectations. “[My daughter] wanted her ‘My Little Pony’ book and she wanted Curious George stories – not even the original Curious George books, but the cheap, knock off Curious George books,” said Lin. “Letting go of this idea that I needed her to read ‘good books’ is what I think really has made her love and enjoy reading.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids have room to gravitate to the books that spark their interest, it helps them cultivate their identities as readers. Letting kids choose their own books \u003c/span>\u003ca href=\"http://teacher.scholastic.com/education/classroom-library/pdfs/The-Power-of-Reading-Choice.pdf?esp=TSO/ib/202104////label/card/classroom/reading/////\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">leads to more motivation to read and ownership over the reading process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whereas imposing a book on a child can make the child feel like reading is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51693/why-stepping-back-can-empower-kids-in-an-anxious-world\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a chore instead of a treat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What makes a great book is just the simple fact that a child loves it,” said Lin. “The fact that they’re reading is great.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just because a kid rebuffs esteemed literature, it doesn’t mean those books should be thrown out or given away. Messner recommends putting them in kids’ vicinity. When her son only wanted to read Tonka truck books from the grocery store, she still kept other books around the house.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They were always on the bookshelf and in the baskets and on the table and by the bed and all over the place,” said Messner. “When you live immersed in words like that, you eventually find your way to the other stories. And I think that’s a really powerful way to introduce kids to ideas.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8621075589&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Give everyone access to windows, mirrors and sliding glass doors\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an author/illustrator known for bringing her Taiwanese heritage\u003c/span>\u003ca href=\"https://gracelin.com/books/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> to her work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">one of Lin’s biggest fears is that after Lunar New Year, students won’t read another book with an Asian character until the following year. When teachers only bring books about different cultures into the classroom during holidays, they’re participating in cultural tourism, Lin said. “It’s like Asians only exist during the Lunar New Year and Black people only exist in February.” She invites teachers to make sure that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">diverse books surround children every single day of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lin encourages teachers and parents to see books as windows, mirrors and sliding glass doors, a framework developed by scholar \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Books that are windows show readers new worlds, mirrors show readers themselves, and sliding glass doors allow readers to fully immerse themselves in a story. “Books as mirrors are very important because that is what gives a child a sense of self-worth,” Lin said. “It tells them that they can be the hero in a book. They can be a changemaker. They are the ones who have control in their world. And that’s something that a lot of people from marginalized groups have not had for a long time.” \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Windows and Mirrors of Your Child's Bookshelf | Grace Lin | TEDxNatick\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/_wQ8wiV3FVo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers and parents to be tactful about how they make books as mirrors available to children of color. “My mother tried to get me to read Asian books. I wouldn’t touch them because I just didn’t want to be reminded of how different I was from my classmates,” she said. Educators and parents can make it clear that kids of any identity can and should explore diverse books. “Push the book with the Black character onto the Asian child. Push the book with the Asian character onto the white child,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Recommend books in stacks \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What Kate Messner misses most about her 15 years as a middle school English teacher is putting the perfect book into a reader’s eager hands. If a teacher has a book they think will benefit a student, she encourages them to recommend a stack of books rather than one book at a time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Instead of saying, ‘This book has an Asian character and you’re Asian, so you should read this book,’ which is awkward and uncomfortable, what we can do is say, ‘Oh, here are four books I think you might love,’” Messner explained. The four books might actually focus on another topic the student is interested in and feature at least one Asian character. “Recommending books in stacks is a really great way to introduce kids to stories, but also let them feel the ownership of choice.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61021\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61021\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg\" alt=\"\" width=\"800\" height=\"528\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1020x673.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-768x506.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1536x1013.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-2048x1350.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1920x1266.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stacks are particularly helpful when students are going through something difficult and a teacher wants to give them a book that helps them through a tough time. “I would have kids who I knew were dealing with various tough situations outside of the classroom. Maybe I knew they were struggling with a relative with addiction or maybe I knew that they had some history that was difficult,” Messner said. With these students she’d find and suggest a few books where the main characters overcame a variety of challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’d just present the stack to them and then go away, so that kid who might really need that one book can choose it themselves without me standing over their shoulder,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books have the power to spark children’s interest, broaden their understanding, reflect their experiences and affirm their identities. Every time young readers feel empowered to choose a book for themselves is an opportunity to create a lasting relationship with reading.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21517","mindshift_21130","mindshift_21385","mindshift_21848","mindshift_193"],"tags":["mindshift_21319","mindshift_20997","mindshift_20646","mindshift_895","mindshift_470","mindshift_20568","mindshift_21423","mindshift_550","mindshift_21128","mindshift_21465","mindshift_21259","mindshift_21397"],"featImg":"mindshift_61075","label":"mindshift_21847"},"mindshift_59981":{"type":"posts","id":"mindshift_59981","meta":{"index":"posts_1591205157","site":"mindshift","id":"59981","score":null,"sort":[1665392106000]},"guestAuthors":[],"slug":"leading-dyslexia-treatment-isnt-a-magic-bullet-studies-find-while-other-options-show-promise","title":"Leading dyslexia treatment isn’t a magic bullet, studies find, while other options show promise","publishDate":1665392106,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In 2019, a grassroots campaign led by parents succeeded in passing a wave of dyslexia legislation. Many states mandated hallmarks of the Orton-Gillingham method, specifically calling for “multisensory” instruction, to help students with dyslexia read and write better.* In New York, where I live, the city spends upwards of \u003ca href=\"https://protect-us.mimecast.com/s/WB0pCERPDmI1Z96rsNTlhK?domain=ny.chalkbeat.org\" target=\"_blank\" rel=\"noreferrer noopener\">$300 million\u003c/a> a year in taxpayer funds on private school tuition for children with disabilities. Much of it goes to pay for \u003ca href=\"https://protect-us.mimecast.com/s/G7x6CG69GouWzYLxc7jTQO?domain=stephengaynor.org\" target=\"_blank\" rel=\"noreferrer noopener\">private schools that specialize in Orton-Gillingham\u003c/a> instruction and similar approaches, which families insist are necessary to teach their children with dyslexia to read.\u003c/p>\n\u003cp>But two recent academic papers, synthesizing dozens of reading studies, are raising questions about the effectiveness of these expensive education policies. A review of 24 \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0014402921993406\">studies on the Orton-Gillingham method\u003c/a>, published in the July 2021 issue of the peer-reviewed journal Exceptional Children, found no statistically significant benefit for children with dyslexia. Instead, suggesting a way forward, a \u003ca href=\"https://ila.onlinelibrary.wiley.com/doi/full/10.1002/rrq.477\">review of 53 reading studies\u003c/a>, led by University of Virginia researcher Colby Hall and published online September 2022 in Reading Research Quarterly, found that much cheaper reading interventions for children with a variety of reading difficulties were also quite effective for children with dyslexia.\u003c/p>\n\u003cp>There’s no litmus test for dyslexia and education experts say the diagnosis covers a range of reading problems. Orton-Gillingham is one of the oldest approaches to help struggling readers, dating back to the 1930s, and it explicitly teaches letters and sounds, and breaks words down into letter patterns. It also emphasizes multisensory instruction. For example, students might learn the letter “p” by seeing it, saying its name, and sounding it out while tracing it in shaving cream.\u003c/p>\n\u003cp>“We have this approach that’s so deeply rooted in legislation and in policy and practice, but we don’t have the evidence base to support it,” said Elizabeth Stevens, an assistant professor at Georgia State University, and the lead author of the 2021 Orton-Gillingham study. “The thinking is that OG [Orton-Gillingham] is the magic bullet, the thing that these students need. But Colby [Hall]’s paper says, ‘No, these other reading interventions that explicitly teach these foundational skills significantly improve their reading outcomes.’ These students can benefit from these other interventions.”\u003c/p>\n\u003cp>The implication is that \u003cem>maybe\u003c/em> children diagnosed with dyslexia don’t need something that is substantially different from children with other reading struggles. This theory still needs to be tested. No well-designed research study has compared a dyslexia-specific remedy, such as Orton-Gillingham, head-to-head with more general interventions for children who struggle in reading.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>More than 2 million children, nearly 3 out of 10 who receive special education services in the United States, have been diagnosed with dyslexia or a closely related reading disability. Getting the solution right is important, not only to help these children read and write, but to spend taxpayer funds on helping them efficiently.\u003c/p>\n\u003cp>Monica McHale-Small, director of education at the Learning Disabilities Association of America, and previously with the International Dyslexia Association, said there’s a “growing consensus” that Orton-Gillingham approaches aren’t necessarily what all children with dyslexia need. “The research is there,” she said. “You can’t deny the findings of multiple studies.”\u003c/p>\n\u003cp>Many dyslexia advocates remain loyal to Orton-Gillingham, McHale-Small said, because so many parents have kids whom they believe were helped by Orton-Gillingham tutors. Meanwhile, it remains out of reach for many low-income families. Orton-Gillingham involves very expensive teacher training, she said, which many schools cannot afford. McHale-Small experienced the costs first hand when she was superintendent of the Saucon Valley school district in Pennsylvania and participated in a pilot study of Orton-Gillingham in 2016-17.** The American Institutes for Research, a nonprofit research group, found \u003ca href=\"https://protect-us.mimecast.com/s/P7--COYZQzi577xZHEzLrb?domain=files.eric.ed.gov\" target=\"_blank\" rel=\"noreferrer noopener\">no statistical benefits for these multisensory interventions\u003c/a> in a 2018 report.\u003c/p>\n\u003cp>“Science evolves. Science has to be taken seriously,” said Maryanne Wolf, director of the Center for Dyslexia, Diverse Learners and Social Justice at UCLA and author of \u003ca href=\"https://www.maryannewolf.com/proust-and-the-squid\">Proust and the Squid\u003c/a>, a book about how the brain learns to read. “We don’t need emphasis on ‘multisensory’; we need emphasis on being explicit, systematic and after all of the components of language in our interventions.”\u003c/p>\n\u003cp>The researchers in both the 2021 and 2022 studies all cautioned that the jury is still out on Orton-Gillingham. Better quality studies may still prove the method to be effective with children with dyslexia. Stevens had to throw out more than 100 of the studies she found; many were poorly designed, didn’t compare children who didn’t receive the treatment and didn’t measure outcomes well. In the end, she reviewed only 24 of the better Orton-Gillingham studies and just 16 had enough numbers to include in her calculations. Several of these were rather small, as few as 10 or 12 participants. That’s such a small number of children that it makes it hard to derive any meaningful conclusion from them.\u003c/p>\n\u003cp>“The corpus of studies included in our meta-analysis were not very high quality,” said Stevens. “We need to do more high-quality research to fully understand the effects of that approach on the reading outcomes for students with dyslexia.”\u003c/p>\n\u003cp>The larger 2022 analysis of 53 reading interventions had a higher bar for study quality and only one Orton-Gillingham study made the cut. Several of the reading interventions that marketed themselves as “multisensory” also made the cut, but the researchers didn’t detect any extra benefits from them.\u003c/p>\n\u003cp>“They weren’t more effective than the ones that didn’t market themselves as multisensory,” said Hall.\u003c/p>\n\u003cp>The good news is that most of the 53 reading interventions were effective and they had more similarities than differences. They were administered to children as either one-to-one tutoring sessions or in small groups. And they tended to provide direct, explicit step-by-step reading and writing instruction which includes not just traditional phonics but practice with clusters of letters, tricky vowel patterns and sounds. This is in sharp contrast with a teaching approach based on the belief that children can learn to read naturally if they are surrounded by books at their reading level and get lots of independent reading and writing time.\u003c/p>\n\u003cp>“Systematic instruction works for kids,” said Emily Solari, a prominent reading expert and a professor at the University of Virginia, who was part of the 12-member research team on the 2022 study. “That is what we need to do for kids with dyslexia and for word reading difficulties.”\u003c/p>\n\u003cp>Researchers noticed good outcomes for several commercial interventions, such as Lexia Core5, Sound Partners, and Rave-O. Many non-commercial interventions were effective too, including Sharon Vaughn’s Proactive Reading intervention and Jessica Toste’s Multisyllabic Word Reading Intervention + Motivational Belief Training. Toste’s method isn’t sold commercially, but the University of Texas associate professor gives it away free to teachers upon request.\u003c/p>\n\u003cp>In the meta-analysis, there were hints that spelling instruction may be especially beneficial to students with dyslexia. Frequency appeared to matter too.\u003c/p>\n\u003cp>“There’s been decades of research to show that we actually need to do really intensive intervention with these kids, not just two days a week for 20 minutes,” said Solari. “They need evidence-based core instruction, and then they need more. And often it’s a lot more.”\u003c/p>\n\u003cp>The researchers could not ascertain a minimum threshold or dosage for effectiveness. That still needs to be studied.\u003c/p>\n\u003cp>One of the trickiest things about studying dyslexia is defining it and determining who has it. Experts disagree. Some insist it is a genetic condition, but there is no genetic test. Others say a child’s environment can cause it. Others believe it is neurobiological, but it is difficult to determine whether a reading difficulty is neurological in origin. The belief that children with dyslexia see letters backwards is a debunked myth of the past, but there is little agreement on what it is exactly.\u003c/p>\n\u003cp>When I interviewed the researchers behind the 2022 meta-analysis on reading interventions, they explained to me that dyslexia, or word reading difficulty, falls along a continuum. “People think of dyslexia like a broken leg, you either have it or you don’t,” said Hall. “But dyslexia and word reading difficulties are more like high blood pressure. It still needs to be addressed, but it’s a different way of thinking about it.”\u003c/p>\n\u003cp>In the 2021 and 2022 studies, researchers defined dyslexia as having “word-level reading difficulties.” Some children were formally diagnosed with dyslexia and others hadn’t been diagnosed, but they scored in the bottom 25 percent in basic word recognition, reading fluency and spelling. Dyslexia is generally distinguished from comprehension difficulties, but there is often overlap. Some children with word reading difficulties have excellent comprehension.\u003c/p>\n\u003cp>Both McHale-Small at the Learning Disabilities Association and Wolf at UCLA believe that there are various types of dyslexia and each may need different interventions. Not every child diagnosed with dyslexia struggles to sound out words, for example. “The minute you see reading fluency problems, that is beyond phonics,” said Wolf. “Over time, some of those kids just don’t need that decoding emphasis.”\u003c/p>\n\u003cp>“We need more research,” said McHale-Small. “We know a lot about dyslexia but we need to know a lot more.”\u003c/p>\n\u003cp>Millions of children and their parents are waiting for an answer.\u003c/p>\n\u003cdiv>\u003cem>*Correction: Because of a mischaracterization of her research by Elizabeth Stevens, an earlier version of this story incorrectly stated that at least seven states require teachers to be trained in the Orton-Gillingham teaching approach and to use it to help students with dyslexia read and write better.\n\u003cp>**Clarification: Saucon Valley school district was not part of the pilot study, but McHale-Small served on the study's advisory committee and decided to implement an Orton-Gillingham intervention in her district.\u003cbr>\n\u003c/p>\u003c/em>\u003c/div>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cbr>\nThis story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-leading-dyslexia-treatment-isnt-a-magic-bullet-studies-show-while-other-options-show-promise/\">\u003cem>children with dyslexia\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger\u003c/em> newsletter\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"New research evidence is at odds with views of many dyslexia advocates and state policies","status":"publish","parent":0,"modified":1665681472,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1775},"headData":{"title":"Leading dyslexia treatment isn’t a magic bullet, studies find, while other options show promise - MindShift","description":"New research evidence is at odds with views of many dyslexia advocates and state policies","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Leading dyslexia treatment isn’t a magic bullet, studies find, while other options show promise","datePublished":"2022-10-10T08:55:06.000Z","dateModified":"2022-10-13T17:17:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59981 https://ww2.kqed.org/mindshift/?p=59981","disqusUrl":"https://ww2.kqed.org/mindshift/2022/10/10/leading-dyslexia-treatment-isnt-a-magic-bullet-studies-find-while-other-options-show-promise/","disqusTitle":"Leading dyslexia treatment isn’t a magic bullet, studies find, while other options show promise","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59981/leading-dyslexia-treatment-isnt-a-magic-bullet-studies-find-while-other-options-show-promise","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In 2019, a grassroots campaign led by parents succeeded in passing a wave of dyslexia legislation. Many states mandated hallmarks of the Orton-Gillingham method, specifically calling for “multisensory” instruction, to help students with dyslexia read and write better.* In New York, where I live, the city spends upwards of \u003ca href=\"https://protect-us.mimecast.com/s/WB0pCERPDmI1Z96rsNTlhK?domain=ny.chalkbeat.org\" target=\"_blank\" rel=\"noreferrer noopener\">$300 million\u003c/a> a year in taxpayer funds on private school tuition for children with disabilities. Much of it goes to pay for \u003ca href=\"https://protect-us.mimecast.com/s/G7x6CG69GouWzYLxc7jTQO?domain=stephengaynor.org\" target=\"_blank\" rel=\"noreferrer noopener\">private schools that specialize in Orton-Gillingham\u003c/a> instruction and similar approaches, which families insist are necessary to teach their children with dyslexia to read.\u003c/p>\n\u003cp>But two recent academic papers, synthesizing dozens of reading studies, are raising questions about the effectiveness of these expensive education policies. A review of 24 \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0014402921993406\">studies on the Orton-Gillingham method\u003c/a>, published in the July 2021 issue of the peer-reviewed journal Exceptional Children, found no statistically significant benefit for children with dyslexia. Instead, suggesting a way forward, a \u003ca href=\"https://ila.onlinelibrary.wiley.com/doi/full/10.1002/rrq.477\">review of 53 reading studies\u003c/a>, led by University of Virginia researcher Colby Hall and published online September 2022 in Reading Research Quarterly, found that much cheaper reading interventions for children with a variety of reading difficulties were also quite effective for children with dyslexia.\u003c/p>\n\u003cp>There’s no litmus test for dyslexia and education experts say the diagnosis covers a range of reading problems. Orton-Gillingham is one of the oldest approaches to help struggling readers, dating back to the 1930s, and it explicitly teaches letters and sounds, and breaks words down into letter patterns. It also emphasizes multisensory instruction. For example, students might learn the letter “p” by seeing it, saying its name, and sounding it out while tracing it in shaving cream.\u003c/p>\n\u003cp>“We have this approach that’s so deeply rooted in legislation and in policy and practice, but we don’t have the evidence base to support it,” said Elizabeth Stevens, an assistant professor at Georgia State University, and the lead author of the 2021 Orton-Gillingham study. “The thinking is that OG [Orton-Gillingham] is the magic bullet, the thing that these students need. But Colby [Hall]’s paper says, ‘No, these other reading interventions that explicitly teach these foundational skills significantly improve their reading outcomes.’ These students can benefit from these other interventions.”\u003c/p>\n\u003cp>The implication is that \u003cem>maybe\u003c/em> children diagnosed with dyslexia don’t need something that is substantially different from children with other reading struggles. This theory still needs to be tested. No well-designed research study has compared a dyslexia-specific remedy, such as Orton-Gillingham, head-to-head with more general interventions for children who struggle in reading.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>More than 2 million children, nearly 3 out of 10 who receive special education services in the United States, have been diagnosed with dyslexia or a closely related reading disability. Getting the solution right is important, not only to help these children read and write, but to spend taxpayer funds on helping them efficiently.\u003c/p>\n\u003cp>Monica McHale-Small, director of education at the Learning Disabilities Association of America, and previously with the International Dyslexia Association, said there’s a “growing consensus” that Orton-Gillingham approaches aren’t necessarily what all children with dyslexia need. “The research is there,” she said. “You can’t deny the findings of multiple studies.”\u003c/p>\n\u003cp>Many dyslexia advocates remain loyal to Orton-Gillingham, McHale-Small said, because so many parents have kids whom they believe were helped by Orton-Gillingham tutors. Meanwhile, it remains out of reach for many low-income families. Orton-Gillingham involves very expensive teacher training, she said, which many schools cannot afford. McHale-Small experienced the costs first hand when she was superintendent of the Saucon Valley school district in Pennsylvania and participated in a pilot study of Orton-Gillingham in 2016-17.** The American Institutes for Research, a nonprofit research group, found \u003ca href=\"https://protect-us.mimecast.com/s/P7--COYZQzi577xZHEzLrb?domain=files.eric.ed.gov\" target=\"_blank\" rel=\"noreferrer noopener\">no statistical benefits for these multisensory interventions\u003c/a> in a 2018 report.\u003c/p>\n\u003cp>“Science evolves. Science has to be taken seriously,” said Maryanne Wolf, director of the Center for Dyslexia, Diverse Learners and Social Justice at UCLA and author of \u003ca href=\"https://www.maryannewolf.com/proust-and-the-squid\">Proust and the Squid\u003c/a>, a book about how the brain learns to read. “We don’t need emphasis on ‘multisensory’; we need emphasis on being explicit, systematic and after all of the components of language in our interventions.”\u003c/p>\n\u003cp>The researchers in both the 2021 and 2022 studies all cautioned that the jury is still out on Orton-Gillingham. Better quality studies may still prove the method to be effective with children with dyslexia. Stevens had to throw out more than 100 of the studies she found; many were poorly designed, didn’t compare children who didn’t receive the treatment and didn’t measure outcomes well. In the end, she reviewed only 24 of the better Orton-Gillingham studies and just 16 had enough numbers to include in her calculations. Several of these were rather small, as few as 10 or 12 participants. That’s such a small number of children that it makes it hard to derive any meaningful conclusion from them.\u003c/p>\n\u003cp>“The corpus of studies included in our meta-analysis were not very high quality,” said Stevens. “We need to do more high-quality research to fully understand the effects of that approach on the reading outcomes for students with dyslexia.”\u003c/p>\n\u003cp>The larger 2022 analysis of 53 reading interventions had a higher bar for study quality and only one Orton-Gillingham study made the cut. Several of the reading interventions that marketed themselves as “multisensory” also made the cut, but the researchers didn’t detect any extra benefits from them.\u003c/p>\n\u003cp>“They weren’t more effective than the ones that didn’t market themselves as multisensory,” said Hall.\u003c/p>\n\u003cp>The good news is that most of the 53 reading interventions were effective and they had more similarities than differences. They were administered to children as either one-to-one tutoring sessions or in small groups. And they tended to provide direct, explicit step-by-step reading and writing instruction which includes not just traditional phonics but practice with clusters of letters, tricky vowel patterns and sounds. This is in sharp contrast with a teaching approach based on the belief that children can learn to read naturally if they are surrounded by books at their reading level and get lots of independent reading and writing time.\u003c/p>\n\u003cp>“Systematic instruction works for kids,” said Emily Solari, a prominent reading expert and a professor at the University of Virginia, who was part of the 12-member research team on the 2022 study. “That is what we need to do for kids with dyslexia and for word reading difficulties.”\u003c/p>\n\u003cp>Researchers noticed good outcomes for several commercial interventions, such as Lexia Core5, Sound Partners, and Rave-O. Many non-commercial interventions were effective too, including Sharon Vaughn’s Proactive Reading intervention and Jessica Toste’s Multisyllabic Word Reading Intervention + Motivational Belief Training. Toste’s method isn’t sold commercially, but the University of Texas associate professor gives it away free to teachers upon request.\u003c/p>\n\u003cp>In the meta-analysis, there were hints that spelling instruction may be especially beneficial to students with dyslexia. Frequency appeared to matter too.\u003c/p>\n\u003cp>“There’s been decades of research to show that we actually need to do really intensive intervention with these kids, not just two days a week for 20 minutes,” said Solari. “They need evidence-based core instruction, and then they need more. And often it’s a lot more.”\u003c/p>\n\u003cp>The researchers could not ascertain a minimum threshold or dosage for effectiveness. That still needs to be studied.\u003c/p>\n\u003cp>One of the trickiest things about studying dyslexia is defining it and determining who has it. Experts disagree. Some insist it is a genetic condition, but there is no genetic test. Others say a child’s environment can cause it. Others believe it is neurobiological, but it is difficult to determine whether a reading difficulty is neurological in origin. The belief that children with dyslexia see letters backwards is a debunked myth of the past, but there is little agreement on what it is exactly.\u003c/p>\n\u003cp>When I interviewed the researchers behind the 2022 meta-analysis on reading interventions, they explained to me that dyslexia, or word reading difficulty, falls along a continuum. “People think of dyslexia like a broken leg, you either have it or you don’t,” said Hall. “But dyslexia and word reading difficulties are more like high blood pressure. It still needs to be addressed, but it’s a different way of thinking about it.”\u003c/p>\n\u003cp>In the 2021 and 2022 studies, researchers defined dyslexia as having “word-level reading difficulties.” Some children were formally diagnosed with dyslexia and others hadn’t been diagnosed, but they scored in the bottom 25 percent in basic word recognition, reading fluency and spelling. Dyslexia is generally distinguished from comprehension difficulties, but there is often overlap. Some children with word reading difficulties have excellent comprehension.\u003c/p>\n\u003cp>Both McHale-Small at the Learning Disabilities Association and Wolf at UCLA believe that there are various types of dyslexia and each may need different interventions. Not every child diagnosed with dyslexia struggles to sound out words, for example. “The minute you see reading fluency problems, that is beyond phonics,” said Wolf. “Over time, some of those kids just don’t need that decoding emphasis.”\u003c/p>\n\u003cp>“We need more research,” said McHale-Small. “We know a lot about dyslexia but we need to know a lot more.”\u003c/p>\n\u003cp>Millions of children and their parents are waiting for an answer.\u003c/p>\n\u003cdiv>\u003cem>*Correction: Because of a mischaracterization of her research by Elizabeth Stevens, an earlier version of this story incorrectly stated that at least seven states require teachers to be trained in the Orton-Gillingham teaching approach and to use it to help students with dyslexia read and write better.\n\u003cp>**Clarification: Saucon Valley school district was not part of the pilot study, but McHale-Small served on the study's advisory committee and decided to implement an Orton-Gillingham intervention in her district.\u003cbr>\n\u003c/p>\u003c/em>\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\nThis story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-leading-dyslexia-treatment-isnt-a-magic-bullet-studies-show-while-other-options-show-promise/\">\u003cem>children with dyslexia\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger\u003c/em> newsletter\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59981/leading-dyslexia-treatment-isnt-a-magic-bullet-studies-find-while-other-options-show-promise","authors":["byline_mindshift_59981"],"categories":["mindshift_193"],"tags":["mindshift_160","mindshift_21128","mindshift_21465","mindshift_21254"],"featImg":"mindshift_59983","label":"mindshift"},"mindshift_59602":{"type":"posts","id":"mindshift_59602","meta":{"index":"posts_1591205157","site":"mindshift","id":"59602","score":null,"sort":[1658743205000]},"guestAuthors":[],"slug":"paper-books-linked-to-stronger-readers-in-an-international-study","title":"Paper books linked to stronger readers in an international study","publishDate":1658743205,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>There’s a lot to like about digital books. They’re lighter in the backpack and often cheaper than paper books. But a new international report suggests that physical books may be important to raising children who become strong readers.\u003c/p>\n\u003cp>An Organization for Economic Cooperation and Development (OECD) study across approximately 30 countries found that teens who said they most often read paper books scored considerably higher on a 2018 reading test taken by 15-year-olds compared to teens who said they rarely or never read books. Even among students of similar socioeconomic backgrounds, those who read books in a paper format scored a whopping 49 points higher on the Program for International Student Assessment, known as PISA. That’s equal to almost 2.5 years of learning. By comparison, students who tended to read books more often on digital devices scored only 15 points higher than students who rarely read – a difference of less than a year’s worth of learning.\u003c/p>\n\u003cp>In other words, all reading is good, but reading on paper is linked to vastly superior achievement outcomes.\u003c/p>\n\u003cp>It's impossible to say from this study whether paper books are the main reason why students become better readers. It could be that stronger readers prefer paper and they would be reading just as well if they were forced to read on screens. Dozens of previous studies have found a \u003ca href=\"https://hechingerreport.org/evidence-increases-for-reading-on-paper-instead-of-screens/\">comprehension advantage for reading on paper versus screens\u003c/a>. But these studies are usually conducted in a laboratory setting where people take comprehension tests immediately after reading a passage in different formats. This report is suggesting the possibility that there are longer term cumulative benefits for students who regularly read books in a paper format.\u003c/p>\n\u003cp>It’s noteworthy that the 2018 PISA reading test was a computer-based assessment in the vast majority of countries. Paper book readers are correctly answering more questions about what they have read on screens than digital readers!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Strong readers who had higher scores on the PISA reading test also read on screens at home, but they tended to use their devices to gather information, such as reading the news or browsing the internet for school work. When these strong readers wanted to read a book, they opted to read in paper format or balance their reading time between paper and digital devices.\u003c/p>\n\u003cp>Every three years, when 600,000 students around the world take the PISA test, they fill out surveys about their families and their reading habits. Researchers at the OECD compared these survey responses with test scores and noticed intriguing relationships between books in the home, a preference for reading on paper and reading achievement. The report, “\u003ca href=\"https://www.oecd-ilibrary.org/education/does-the-digital-world-open-up-an-increasing-divide-in-access-to-print-books_54f9d8f7-en\">Does the digital world open up an increasing divide in access to print books?\u003c/a>” was published on July 12, 2022.\u003c/p>\n\u003cp>In the United States, 31 percent of 15-year-olds said they never or rarely read books, compared with 35 percent worldwide. Meanwhile, 35 percent of American students said they primarily read paper books, almost matching the international average of 36 percent. Another 16 percent of Americans said they read books more often on screens and 18 percent responded that they read books equally on both paper and screens.\u003c/p>\n\u003cp>Digital books have become extremely popular among students in some regions of Asia, but students who read books on paper still outperformed even in cultures where digital reading is commonplace. More than 40 percent of students in Hong Kong, Indonesia, Malaysia, Taiwan and Thailand reported reading books more often on digital devices. Yet in Hong Kong, Malaysia and Taiwan, students who read books mostly on paper or read in both formats scored higher than those who primarily read digital books. Both Thailand and Indonesia were exceptions; digital readers did better. Hong Kong and Taiwan are two of the highest performing education systems in the world and even after adjusting for students’ socioeconomic status, the advantage for paper reading remained pronounced.\u003c/p>\n\u003cp>Teens around the world are rapidly turning away from reading, according to OECD surveys. Fifteen-year-olds are reading less for leisure and fewer fiction books. The number of students who consider reading a “waste of time” jumped by more than 5 percentage points. Simultaneously, reading performance around the world, which had been slowly improving up until 2012, declined between 2012 and 2018. Across OECD countries that participated in both assessments, reading performance fell back to what it had been in 2006.\u003c/p>\n\u003cp>OECD researchers wonder if the presence of physical books at home still matters in the digital age. In the student surveys, students were told that each meter of shelving typically holds 40 books and were asked to estimate the number of books in their homes. Both rich and poor students alike reported fewer books in the home over the past 18 years, but the book gap between the two remained persistently large with wealthier students living amid twice as many books as poorer students.\u003c/p>\n\u003cfigure id=\"attachment_59603\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59603\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books.png\" alt=\"\" width=\"977\" height=\"435\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books-800x356.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books-160x71.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books-768x342.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: OECD\u003c/figcaption>\u003c/figure>\n\u003cp>The influence of books at home is a bit of a chicken-egg riddle. The OECD found that students who had more books at home reported that they enjoyed reading more. Logically, students who are surrounded by physical books may feel more encouraged by their families and inspired to read. But it could be that students who enjoy reading receive lots of books as presents or bring more books home from the library. It’s also possible that both are true simultaneously in a virtuous two-way spiral: more books at home inspire kids to read \u003cem>and\u003c/em> voracious readers buy more books.\u003c/p>\n\u003cp>OECD researchers are most worried about poorer students. Low-income students made huge strides in access to digital technology well before the pandemic. Ninety-four percent of students from low-income families across 26 developed nations had access to the internet at home in 2018, up from 75 percent in 2009. “While disadvantaged students are catching up in terms of access to digital resources, their access to cultural capital like paper books at home has diminished,” the OECD report noted.\u003c/p>\n\u003cp>As one gap closes, another one opens.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-paper-books-linked-to-stronger-readers-in-an-international-study/\">\u003cem>digital readers\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"An international study by the Organization for Economic Cooperation and Development found that students who had more books at home reported that they enjoyed reading more. Teens who read more paper books scored higher on reading assessments. ","status":"publish","parent":0,"modified":1658730302,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1066},"headData":{"title":"Paper books linked to stronger readers in an international study - MindShift","description":"An international study by the Organization for Economic Cooperation and Development found that students who had more books at home reported that they enjoyed reading more. Teens who read more paper books scored higher on reading assessments. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Paper books linked to stronger readers in an international study","datePublished":"2022-07-25T10:00:05.000Z","dateModified":"2022-07-25T06:25:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59602 https://ww2.kqed.org/mindshift/?p=59602","disqusUrl":"https://ww2.kqed.org/mindshift/2022/07/25/paper-books-linked-to-stronger-readers-in-an-international-study/","disqusTitle":"Paper books linked to stronger readers in an international study","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59602/paper-books-linked-to-stronger-readers-in-an-international-study","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There’s a lot to like about digital books. They’re lighter in the backpack and often cheaper than paper books. But a new international report suggests that physical books may be important to raising children who become strong readers.\u003c/p>\n\u003cp>An Organization for Economic Cooperation and Development (OECD) study across approximately 30 countries found that teens who said they most often read paper books scored considerably higher on a 2018 reading test taken by 15-year-olds compared to teens who said they rarely or never read books. Even among students of similar socioeconomic backgrounds, those who read books in a paper format scored a whopping 49 points higher on the Program for International Student Assessment, known as PISA. That’s equal to almost 2.5 years of learning. By comparison, students who tended to read books more often on digital devices scored only 15 points higher than students who rarely read – a difference of less than a year’s worth of learning.\u003c/p>\n\u003cp>In other words, all reading is good, but reading on paper is linked to vastly superior achievement outcomes.\u003c/p>\n\u003cp>It's impossible to say from this study whether paper books are the main reason why students become better readers. It could be that stronger readers prefer paper and they would be reading just as well if they were forced to read on screens. Dozens of previous studies have found a \u003ca href=\"https://hechingerreport.org/evidence-increases-for-reading-on-paper-instead-of-screens/\">comprehension advantage for reading on paper versus screens\u003c/a>. But these studies are usually conducted in a laboratory setting where people take comprehension tests immediately after reading a passage in different formats. This report is suggesting the possibility that there are longer term cumulative benefits for students who regularly read books in a paper format.\u003c/p>\n\u003cp>It’s noteworthy that the 2018 PISA reading test was a computer-based assessment in the vast majority of countries. Paper book readers are correctly answering more questions about what they have read on screens than digital readers!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Strong readers who had higher scores on the PISA reading test also read on screens at home, but they tended to use their devices to gather information, such as reading the news or browsing the internet for school work. When these strong readers wanted to read a book, they opted to read in paper format or balance their reading time between paper and digital devices.\u003c/p>\n\u003cp>Every three years, when 600,000 students around the world take the PISA test, they fill out surveys about their families and their reading habits. Researchers at the OECD compared these survey responses with test scores and noticed intriguing relationships between books in the home, a preference for reading on paper and reading achievement. The report, “\u003ca href=\"https://www.oecd-ilibrary.org/education/does-the-digital-world-open-up-an-increasing-divide-in-access-to-print-books_54f9d8f7-en\">Does the digital world open up an increasing divide in access to print books?\u003c/a>” was published on July 12, 2022.\u003c/p>\n\u003cp>In the United States, 31 percent of 15-year-olds said they never or rarely read books, compared with 35 percent worldwide. Meanwhile, 35 percent of American students said they primarily read paper books, almost matching the international average of 36 percent. Another 16 percent of Americans said they read books more often on screens and 18 percent responded that they read books equally on both paper and screens.\u003c/p>\n\u003cp>Digital books have become extremely popular among students in some regions of Asia, but students who read books on paper still outperformed even in cultures where digital reading is commonplace. More than 40 percent of students in Hong Kong, Indonesia, Malaysia, Taiwan and Thailand reported reading books more often on digital devices. Yet in Hong Kong, Malaysia and Taiwan, students who read books mostly on paper or read in both formats scored higher than those who primarily read digital books. Both Thailand and Indonesia were exceptions; digital readers did better. Hong Kong and Taiwan are two of the highest performing education systems in the world and even after adjusting for students’ socioeconomic status, the advantage for paper reading remained pronounced.\u003c/p>\n\u003cp>Teens around the world are rapidly turning away from reading, according to OECD surveys. Fifteen-year-olds are reading less for leisure and fewer fiction books. The number of students who consider reading a “waste of time” jumped by more than 5 percentage points. Simultaneously, reading performance around the world, which had been slowly improving up until 2012, declined between 2012 and 2018. Across OECD countries that participated in both assessments, reading performance fell back to what it had been in 2006.\u003c/p>\n\u003cp>OECD researchers wonder if the presence of physical books at home still matters in the digital age. In the student surveys, students were told that each meter of shelving typically holds 40 books and were asked to estimate the number of books in their homes. Both rich and poor students alike reported fewer books in the home over the past 18 years, but the book gap between the two remained persistently large with wealthier students living amid twice as many books as poorer students.\u003c/p>\n\u003cfigure id=\"attachment_59603\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59603\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books.png\" alt=\"\" width=\"977\" height=\"435\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books-800x356.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books-160x71.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books-768x342.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: OECD\u003c/figcaption>\u003c/figure>\n\u003cp>The influence of books at home is a bit of a chicken-egg riddle. The OECD found that students who had more books at home reported that they enjoyed reading more. Logically, students who are surrounded by physical books may feel more encouraged by their families and inspired to read. But it could be that students who enjoy reading receive lots of books as presents or bring more books home from the library. It’s also possible that both are true simultaneously in a virtuous two-way spiral: more books at home inspire kids to read \u003cem>and\u003c/em> voracious readers buy more books.\u003c/p>\n\u003cp>OECD researchers are most worried about poorer students. Low-income students made huge strides in access to digital technology well before the pandemic. Ninety-four percent of students from low-income families across 26 developed nations had access to the internet at home in 2018, up from 75 percent in 2009. “While disadvantaged students are catching up in terms of access to digital resources, their access to cultural capital like paper books at home has diminished,” the OECD report noted.\u003c/p>\n\u003cp>As one gap closes, another one opens.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-paper-books-linked-to-stronger-readers-in-an-international-study/\">\u003cem>digital readers\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59602/paper-books-linked-to-stronger-readers-in-an-international-study","authors":["byline_mindshift_59602"],"categories":["mindshift_1"],"tags":["mindshift_21129","mindshift_550","mindshift_21128","mindshift_21254"],"featImg":"mindshift_59604","label":"mindshift"},"mindshift_59364":{"type":"posts","id":"mindshift_59364","meta":{"index":"posts_1591205157","site":"mindshift","id":"59364","score":null,"sort":[1651856659000]},"guestAuthors":[],"slug":"a-popular-program-for-teaching-kids-to-read-just-took-another-hit-to-its-credibility","title":"A popular program for teaching kids to read just took another hit to its credibility","publishDate":1651856659,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>One of the world's most widely used reading intervention programs for young children has taken another hit to its credibility.\u003c/p>\n\u003cp>Reading Recovery — a one-on-one tutoring program for first graders — has long been controversial because it's based on a theory about how people read that was disproven decades ago by cognitive scientists. A \u003ca href=\"https://www.apmreports.org/episode/2019/08/22/whats-wrong-how-schools-teach-reading\">2019 story by APM Reports\u003c/a> helped bring public attention to the fact that reading programs based on this theory teach the strategies struggling readers use to get by. In other words: Children are taught to read the way that poor readers read.\u003c/p>\n\u003cp>Now, a new, federally funded \u003ca href=\"https://www.cresp.udel.edu/research-project/efficacy-follow-study-long-term-effects-reading-recovery-i3-scale/\">study\u003c/a> has found that, by third and fourth grade, children who received Reading Recovery had lower scores on state reading tests than a comparison group of children who did not receive Reading Recovery.\u003c/p>\n\u003cp>\"It's not what we expected, and it's concerning,\" said lead author Henry May, director of the Center for Research in Education and Social Policy at the University of Delaware. May delivered the findings at an April gathering of education researchers in San Diego.\u003c/p>\n\u003cp>At least 2.4 million students in the United States have participated in Reading Recovery or its Spanish-language counterpart since 1984, when the program first came to America from New Zealand. The program is also used in Australia, Canada and England, \u003ca href=\"https://readingrecovery.org/reading-recovery/training/international-connections/\">among other countries\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The new research could prompt schools to reexamine their investment in Reading Recovery, and consider other ways to help struggling first-graders.\u003c/p>\n\u003ch3>The new research shows children make initial gains, then fall behind\u003c/h3>\n\u003cp>May was the principal investigator of \u003ca href=\"https://www.cpre.org/reading-recovery-evaluation-four-year-i3-scale\">an earlier federally funded study\u003c/a> of Reading Recovery, one of the largest ever randomized experiments of an instructional intervention in elementary schools. That study, which began in 2011, found evidence of large positive gains in first grade, as has other research. The program's advocates have pointed to that research as evidence that the instructional approach is effective and based on sound science.\u003c/p>\n\u003cp>[aside postID=mindshift_54900,mindshift_54743]\u003c/p>\n\u003cp>But whether the initial gains last and translate into better performance on state reading tests remained a question. This new study on the long-term impact of Reading Recovery is the largest, most rigorous effort to tackle that question, according to May.\u003c/p>\n\u003cp>The fact that students who participated in Reading Recovery did worse in later grades than similar students who did not get the program surprised May.\u003c/p>\n\u003cp>\"Was Reading Recovery harmful? I wouldn't go as far as to say that,\" he said. \"But what we do know is that the kids that got it for some reason ended up losing their gains and then falling behind.\"\u003c/p>\n\u003cp>In a \u003ca href=\"https://readingrecovery.org/wp-content/uploads/2019/10/Response-to-May-LongTerm-Impact-study-April-2022.pdf\">written response\u003c/a> to the study, the Reading Recovery Council of North America, the organization that advocates for the program in the United States, disputed some of the research methodology and maintained that their program is effective. It also said: \"Reading Recovery has and will continue to change in response to evidence gathered from a wide range of studies of both students having difficulties with early reading and writing and their teachers.\"\u003c/p>\n\u003ch3>U.S. schools have been dropping Reading Recovery\u003c/h3>\n\u003cp>At one point, Reading Recovery was in every state. But school districts have been dropping the program – today, it's in nearly 2,000 schools in 41 states.\u003c/p>\n\u003cp>In fact, the first district to implement the program in the U.S. recently decided to stop using it.\u003c/p>\n\u003cp>Leslie Kelly, executive director of teaching and learning at Columbus City Schools in Ohio, said the decision to drop Reading Recovery is part of a larger effort to bring \"the science of reading\" to the district. She said she and her colleagues realized that their approach to reading instruction, including Reading Recovery, didn't align well with that science.\u003c/p>\n\u003cp>Her advice to other districts that are still using Reading Recovery is to take a close look at the program's effectiveness: \"Do your research. Read a lot, and really look at do you have evidence of impact? That's really the key. Do you have evidence of impact, and how do you know? And if you don't have evidence of impact, you have to ask yourself why and then what are you going to do about it?\"\u003c/p>\n\u003ch3>Reading Recovery was already controversial\u003c/h3>\n\u003cp>Critics of Reading Recovery have \u003ca href=\"https://www.wrightslaw.com/info/read.rr.myths.tunmer.pdf\">long contended\u003c/a> that children in the program do not receive enough explicit and systematic instruction in how to decode words. In addition, they say, children are taught to use context, pictures and other clues to identify words, a strategy that may work in first-grade books but becomes less effective as text becomes more difficult. They say kids can seem like good readers in first grade but fail to develop the skills they need to be good readers in the long run.\u003c/p>\n\u003cp>May said this could explain his latest research findings. \"If you don't build up those decoding skills, you're going to fall behind, even though it looked like you had caught up in first grade.\"\u003c/p>\n\u003cp>He said the results could also be explained by the fact that about 40% of the students who received Reading Recovery got no further intervention after first grade. \"Because the kids didn't get the intervention that they needed in second and third grade, they lost those gains,\" May said. \"I think that's a plausible hypothesis.\"\u003c/p>\n\u003cp>But the study also found that the students who were in Reading Recovery were more likely than the comparison group to receive extra help for reading after first grade. Advocates for Reading Recovery have justified the program's high cost — estimated to be up to $10,271 per student — by saying that the program reduces the need for further reading intervention.\u003c/p>\n\u003cp>This new research comes as schools and states are looking for ways to help students recover from the disruptions of the pandemic, including disruptions to their reading development. May's findings are something for policymakers and school leaders to consider as they make decisions about what programs to invest in.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Emily Hanford is a senior correspondent and Christopher Peak is a reporter for APM Reports, the documentary and investigative reporting group at American Public Media. This story was adapted \u003c/em>\u003ca href=\"https://www.apmreports.org/story/2022/04/23/reading-recovery-negative-impact-on-children\">\u003cem>from their earlier reporting\u003c/em>\u003c/a>\u003cem>. A collection of stories from APM Reports on how kids learn to read can be found \u003c/em>\u003ca href=\"https://features.apmreports.org/reading/\">\u003cem>here.\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 APM Reports. To see more, visit \u003ca href=\"https://www.apmreports.org/\">APM Reports\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+popular+program+for+teaching+kids+to+read+just+took+another+hit+to+its+credibility&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Reading Recovery is one of the world's most widely used reading intervention programs for young children. A new study questions its long-term impact.","status":"publish","parent":0,"modified":1652289021,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1070},"headData":{"title":"A popular program for teaching kids to read just took another hit to its credibility - MindShift","description":"Reading Recovery is one of the world's most widely used reading intervention programs for young children. A new study questions its long-term impact.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A popular program for teaching kids to read just took another hit to its credibility","datePublished":"2022-05-06T17:04:19.000Z","dateModified":"2022-05-11T17:10:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59364 https://ww2.kqed.org/mindshift/?p=59364","disqusUrl":"https://ww2.kqed.org/mindshift/2022/05/06/a-popular-program-for-teaching-kids-to-read-just-took-another-hit-to-its-credibility/","disqusTitle":"A popular program for teaching kids to read just took another hit to its credibility","nprImageCredit":"Gary John Norman","nprByline":"Emily Hanford and Christopher Peak, APM Reports","nprImageAgency":"Getty Images","nprStoryId":"1096672803","nprApiLink":"http://api.npr.org/query?id=1096672803&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/05/05/1096672803/reading-recovery-research-schools?ft=nprml&f=1096672803","nprRetrievedStory":"1","nprPubDate":"Thu, 05 May 2022 17:30:00 -0400","nprStoryDate":"Thu, 05 May 2022 14:00:47 -0400","nprLastModifiedDate":"Thu, 05 May 2022 14:00:55 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2022/05/20220505_atc_a_popular_program_for_teaching_kids_to_read_just_took_another_hit_to_its_credibility.mp3?orgId=4780065&topicId=1013&d=234&p=2&story=1096672803&ft=nprml&f=1096672803","nprAudioM3u":"http://api.npr.org/m3u/11096944005-315b0e.m3u?orgId=4780065&topicId=1013&d=234&p=2&story=1096672803&ft=nprml&f=1096672803","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59364/a-popular-program-for-teaching-kids-to-read-just-took-another-hit-to-its-credibility","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2022/05/20220505_atc_a_popular_program_for_teaching_kids_to_read_just_took_another_hit_to_its_credibility.mp3?orgId=4780065&topicId=1013&d=234&p=2&story=1096672803&ft=nprml&f=1096672803","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>One of the world's most widely used reading intervention programs for young children has taken another hit to its credibility.\u003c/p>\n\u003cp>Reading Recovery — a one-on-one tutoring program for first graders — has long been controversial because it's based on a theory about how people read that was disproven decades ago by cognitive scientists. A \u003ca href=\"https://www.apmreports.org/episode/2019/08/22/whats-wrong-how-schools-teach-reading\">2019 story by APM Reports\u003c/a> helped bring public attention to the fact that reading programs based on this theory teach the strategies struggling readers use to get by. In other words: Children are taught to read the way that poor readers read.\u003c/p>\n\u003cp>Now, a new, federally funded \u003ca href=\"https://www.cresp.udel.edu/research-project/efficacy-follow-study-long-term-effects-reading-recovery-i3-scale/\">study\u003c/a> has found that, by third and fourth grade, children who received Reading Recovery had lower scores on state reading tests than a comparison group of children who did not receive Reading Recovery.\u003c/p>\n\u003cp>\"It's not what we expected, and it's concerning,\" said lead author Henry May, director of the Center for Research in Education and Social Policy at the University of Delaware. May delivered the findings at an April gathering of education researchers in San Diego.\u003c/p>\n\u003cp>At least 2.4 million students in the United States have participated in Reading Recovery or its Spanish-language counterpart since 1984, when the program first came to America from New Zealand. The program is also used in Australia, Canada and England, \u003ca href=\"https://readingrecovery.org/reading-recovery/training/international-connections/\">among other countries\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The new research could prompt schools to reexamine their investment in Reading Recovery, and consider other ways to help struggling first-graders.\u003c/p>\n\u003ch3>The new research shows children make initial gains, then fall behind\u003c/h3>\n\u003cp>May was the principal investigator of \u003ca href=\"https://www.cpre.org/reading-recovery-evaluation-four-year-i3-scale\">an earlier federally funded study\u003c/a> of Reading Recovery, one of the largest ever randomized experiments of an instructional intervention in elementary schools. That study, which began in 2011, found evidence of large positive gains in first grade, as has other research. The program's advocates have pointed to that research as evidence that the instructional approach is effective and based on sound science.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"mindshift_54900,mindshift_54743","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But whether the initial gains last and translate into better performance on state reading tests remained a question. This new study on the long-term impact of Reading Recovery is the largest, most rigorous effort to tackle that question, according to May.\u003c/p>\n\u003cp>The fact that students who participated in Reading Recovery did worse in later grades than similar students who did not get the program surprised May.\u003c/p>\n\u003cp>\"Was Reading Recovery harmful? I wouldn't go as far as to say that,\" he said. \"But what we do know is that the kids that got it for some reason ended up losing their gains and then falling behind.\"\u003c/p>\n\u003cp>In a \u003ca href=\"https://readingrecovery.org/wp-content/uploads/2019/10/Response-to-May-LongTerm-Impact-study-April-2022.pdf\">written response\u003c/a> to the study, the Reading Recovery Council of North America, the organization that advocates for the program in the United States, disputed some of the research methodology and maintained that their program is effective. It also said: \"Reading Recovery has and will continue to change in response to evidence gathered from a wide range of studies of both students having difficulties with early reading and writing and their teachers.\"\u003c/p>\n\u003ch3>U.S. schools have been dropping Reading Recovery\u003c/h3>\n\u003cp>At one point, Reading Recovery was in every state. But school districts have been dropping the program – today, it's in nearly 2,000 schools in 41 states.\u003c/p>\n\u003cp>In fact, the first district to implement the program in the U.S. recently decided to stop using it.\u003c/p>\n\u003cp>Leslie Kelly, executive director of teaching and learning at Columbus City Schools in Ohio, said the decision to drop Reading Recovery is part of a larger effort to bring \"the science of reading\" to the district. She said she and her colleagues realized that their approach to reading instruction, including Reading Recovery, didn't align well with that science.\u003c/p>\n\u003cp>Her advice to other districts that are still using Reading Recovery is to take a close look at the program's effectiveness: \"Do your research. Read a lot, and really look at do you have evidence of impact? That's really the key. Do you have evidence of impact, and how do you know? And if you don't have evidence of impact, you have to ask yourself why and then what are you going to do about it?\"\u003c/p>\n\u003ch3>Reading Recovery was already controversial\u003c/h3>\n\u003cp>Critics of Reading Recovery have \u003ca href=\"https://www.wrightslaw.com/info/read.rr.myths.tunmer.pdf\">long contended\u003c/a> that children in the program do not receive enough explicit and systematic instruction in how to decode words. In addition, they say, children are taught to use context, pictures and other clues to identify words, a strategy that may work in first-grade books but becomes less effective as text becomes more difficult. They say kids can seem like good readers in first grade but fail to develop the skills they need to be good readers in the long run.\u003c/p>\n\u003cp>May said this could explain his latest research findings. \"If you don't build up those decoding skills, you're going to fall behind, even though it looked like you had caught up in first grade.\"\u003c/p>\n\u003cp>He said the results could also be explained by the fact that about 40% of the students who received Reading Recovery got no further intervention after first grade. \"Because the kids didn't get the intervention that they needed in second and third grade, they lost those gains,\" May said. \"I think that's a plausible hypothesis.\"\u003c/p>\n\u003cp>But the study also found that the students who were in Reading Recovery were more likely than the comparison group to receive extra help for reading after first grade. Advocates for Reading Recovery have justified the program's high cost — estimated to be up to $10,271 per student — by saying that the program reduces the need for further reading intervention.\u003c/p>\n\u003cp>This new research comes as schools and states are looking for ways to help students recover from the disruptions of the pandemic, including disruptions to their reading development. May's findings are something for policymakers and school leaders to consider as they make decisions about what programs to invest in.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Emily Hanford is a senior correspondent and Christopher Peak is a reporter for APM Reports, the documentary and investigative reporting group at American Public Media. This story was adapted \u003c/em>\u003ca href=\"https://www.apmreports.org/story/2022/04/23/reading-recovery-negative-impact-on-children\">\u003cem>from their earlier reporting\u003c/em>\u003c/a>\u003cem>. A collection of stories from APM Reports on how kids learn to read can be found \u003c/em>\u003ca href=\"https://features.apmreports.org/reading/\">\u003cem>here.\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 APM Reports. To see more, visit \u003ca href=\"https://www.apmreports.org/\">APM Reports\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+popular+program+for+teaching+kids+to+read+just+took+another+hit+to+its+credibility&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59364/a-popular-program-for-teaching-kids-to-read-just-took-another-hit-to-its-credibility","authors":["byline_mindshift_59364"],"categories":["mindshift_193"],"tags":["mindshift_444","mindshift_21128","mindshift_21465","mindshift_21254","mindshift_21381"],"featImg":"mindshift_59365","label":"mindshift"},"mindshift_59305":{"type":"posts","id":"mindshift_59305","meta":{"index":"posts_1591205157","site":"mindshift","id":"59305","score":null,"sort":[1650266427000]},"guestAuthors":[],"slug":"weighing-the-best-strategies-for-reading-intervention","title":"Weighing the best strategies for reading intervention","publishDate":1650266427,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about reading intervention was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003cem> \u003c/em>\u003c/p>\n\u003cp>CARTERET, N.J. — Carolyn Welch passed out shallow trays of colored sand to the six kindergarteners gathered in her small room at Columbus School. “Hold up the finger you use to write with,” she said, raising her index finger. “Make a C in your board.”\u003c/p>\n\u003cp>“Good,” said Welch, as the children traced Cs in the sand. \"Now make your G by drawing a line down. Repeat after me as we say it: G says guh. G says guh. Good!”\u003c/p>\n\u003cp>This is one of many multisensory activities Welch uses in her reading intervention class, a 30-minute pull-out session that meets daily at the elementary school. Children dance to learn the letter D, for example, while chanting the sound that goes with the letter. Welch is one of a growing number of teachers at her school trained in the method, known as the \u003ca href=\"https://www.ortonacademy.org/resources/what-is-the-orton-gillingham-approach/\">Orton-Gillingham Approach\u003c/a>, which was originally designed to help children with and dyslexia and those struggling to read.\u003c/p>\n\u003cp>Some students have always needed intensive, structured phonic-based instruction to help them master the structure and many tricky rules of the English language. But educators at Columbus say the number of kids here who need this level of intervention has grown — as it has around the country after \u003ca href=\"https://www.mckinsey.com/industries/education/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning\">uneven learning experiences\u003c/a> during the pandemic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although the federal government sent a massive influx of money \u003ca href=\"https://www2.ed.gov/documents/coronavirus/lost-instructional-time.pdf\">to help schools troubleshoot\u003c/a>, it left districts to grapple with how best to use the funds. Some are turning to \u003ca href=\"https://proventutoring.org/\">tutoring\u003c/a> (which, if done well, \u003ca href=\"https://www.nber.org/papers/w27476\">can be effective\u003c/a>), while others are \u003ca href=\"https://hechingerreport.org/proof-points-1-5-billion-in-recovery-funds-go-to-afterschool/\">expanding after school programs\u003c/a>. But, some experts say, schools should also invest in deeper changes that tackle the root of the problem: Many teachers aren’t well versed in the \u003ca href=\"https://www.ascd.org/el/articles/the-science-of-reading-research\">science of reading\u003c/a> and the best ways to teach to the widening range of abilities they are seeing in students.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_59309\" class=\"wp-caption alignnone\" style=\"max-width: 1468px\">\u003cimg class=\"size-full wp-image-59309\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention11-scaled-e1650266168302.jpg\" alt=\"\" width=\"1468\" height=\"1017\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention11-scaled-e1650266168302.jpg 1468w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention11-scaled-e1650266168302-800x554.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention11-scaled-e1650266168302-1020x707.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention11-scaled-e1650266168302-160x111.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention11-scaled-e1650266168302-768x532.jpg 768w\" sizes=\"(max-width: 1468px) 100vw, 1468px\">\u003cfigcaption class=\"wp-caption-text\">At Columbus School in Carteret, N.J., teachers were trained this year in a new writer’s workshop model. Andrea Lopes meets with her fifth grade students as they revise a writing assignment by adding more details. \u003ccite>(Caralee Adams for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Researchers largely agree schools should be training — and retraining — teachers and adopting curricula that embrace evidenced-based strategies. Relevant content that gets kids excited about reading is also important, as is testing. Frequent assessments can identify kids who are behind and make sure educators target resources and deliver interventions during the school day to the kids who most need help.\u003c/p>\n\u003cp>Gaps in reading can be closed, but it requires transformative change in the classroom — not just heaping on more programs, said Maria Murray, president and chief executive officer of The Reading League, a nonprofit, literacy organization based in Syracuse, New York. Teachers need training on the science of reading research, guidance on leveraging data and ongoing support to help them target instruction.\u003c/p>\n\u003cp>“Too often, it’s just an additive model with little to no attention to core classroom instruction and the knowledge that the teachers possess to enact very successful instruction with a good curriculum,” Murray said.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>The Carteret Public School District, in a diverse area of northern New Jersey, cobbled together several strategies at Columbus, which enrolls nearly 700 students, about 75 percent of whom are economically disadvantaged, according to district administrators. The school uses a variety of practices based in reading science, including a phonics-based program, known as Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS), for regular classroom instruction, along with the Orton-Gillingham Approach for students in need of the most support.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>After every 10 reading lessons with SIPPS, students take a short assessment to see if they understand the material or need to be retaught. Three times each year they take an i-Ready test, a diagnostic exam administered by the national company, Curriculum Associates, to determine growth and guide instruction.\u003c/p>\n\u003cp>“We use the data to inform our instruction, because that is the only way that you're providing students with exactly what they need,” said Columbus Principal Mayling Cardenas.\u003c/p>\n\u003cp>In addition to implementing the phonics instruction in the 2018-19 school year, the school also switched to a homegrown reader’s workshop model and then added the writing component this year. To make sure the content is exciting and relevant to kids, classroom libraries are stocked with culturally relevant books that represent Columbus’ diversity (the principal reported that 38 percent of students are Hispanic, 27 percent are Black, 17 percent are Asian, and 12 percent are white).\u003c/p>\n\u003cp>All of this change has required training and ongoing coaching for teachers, which is offered during the day, after school (teachers receive monetary incentives to stay late) and online. More teachers were trained in Orton-Gillingham this year to keep up with the demand. On top of this, the school used federal funds to hire new staff: an additional intervention teacher and part time ESL teacher.\u003c/p>\n\u003cp>Assistant Superintendent Melissa Jones said her district has looked closely at the research, and then put “a lot of faith in our staff and our teachers.”\u003c/p>\n\u003cp>“In order to see progress, you have to grow them [professionally],” she said.\u003c/p>\n\u003cfigure id=\"attachment_59308\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59308\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention3-scaled-e1650266052901.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Ken Kunz, literacy coach and founder of For the Love of Literacy, provides ongoing support at Columbus School observing instruction, doing model lessons, and co-teaching to give teachers tips on how to improve. \u003ccite>(Caralee Adams for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ken Kunz, a literacy coach contracted with the district, is regularly at the school to observe instruction and provide model lessons. Kunz, who is also founder of the nonprofit For the Love of Literacy, said he built rapport with teachers, so they feel empowered and are comfortable giving him feedback.\u003c/p>\n\u003cp>“Regardless of who they are, or what age, everyone needs help these days,” said Kunz. “And everyone's appreciative of it, as long as it's nonevaluative and it's seen as looking at their strengths first.”\u003c/p>\n\u003cp>First grade teacher Dawn Gruber said she learned “tips and tricks” from Kunz and other coaches as she rolled out the new curricula. During Gruber’s one-hour morning reading block, students are divided into three groups as part of a teaching model known as “response-to-intervention” or RTI, in which student progress is closely tracked. Students performing at the lowest levels are pulled out of class for intensive phonics intervention, while Gruber uses SIPPS with the rest, usually dividing them into smaller groups based on their reading levels. Her lessons involve decoding, choral reading and lots of repetition.\u003c/p>\n\u003cp>At one point, Gruber has the small group she's leading write down what they hear. “Number one: Listening to the sounds, Shh—aah—ck. Shock.” Excellent, good job. Number two: Them. Th—eh—mm.”\u003c/p>\n\u003cp>In another part of the room, Brooke Tepper, a special education resource teacher, conducts a “readers’ theater” to build reading fluency with four other students. She hands out parts for the crow, fox and two narrators for the kids to read aloud — an activity that was hard to do virtually, because kids would have to mute and unmute as they read their parts. The remaining first graders read independently or use computers to do lessons recommended for their level by the i-Ready program.\u003c/p>\n\u003cp>Second grade teacher Jill Bielinski said the new approach to literacy is much different than when everyone was handed the same textbook to read. “You really couldn't see who was progressing, who really understood the text. Some students just memorized. We didn’t have good intervention for the students who were struggling,” said Bielinski, who has been at Columbus for 25 years. “It has changed so much for the better.”\u003c/p>\n\u003cfigure id=\"attachment_59310\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59310\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention10-scaled-e1650266213454.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention10-scaled-e1650266213454.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention10-scaled-e1650266213454-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention10-scaled-e1650266213454-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention10-scaled-e1650266213454-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention10-scaled-e1650266213454-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention10-scaled-e1650266213454-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention10-scaled-e1650266213454-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Fifth grade teacher Andrea Lopes confers individually with her students during a writer’s workshop as they focus on how to add detail to elaborate their essays. \u003ccite>(Caralee Adams for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Early literacy instruction was hurt so much by the pandemic that schools need to think beyond recovery, said Susan Lambert, chief academic officer of elementary humanities at Amplify Education Inc. The Brooklyn-based company, which publishes curriculum and assessment programs, works with more than 4,000 school districts in the U.S.\u003c/p>\n\u003cp>The moment, she said, calls for a systemic effort that emphasizes solid core instruction and uses data to target research-based support for kids most at risk.\u003c/p>\n\u003cp>“It’s not just learning loss. You can’t hold on to anything you haven’t learned before. It’s really like they missed instruction,” said Lambert.\u003c/p>\n\u003cp>In February, a report by Amplify, analyzing data of 400,000 students in 37 states, indicated \u003ca href=\"https://amplify.com/wp-content/uploads/2022/02/mCLASS_MOY-Results_February-2022-Report.pdf\">more students were at risk of not learning to read\u003c/a> than before the pandemic; children in elementary grades and Black and Hispanic students were disproportionally impacted. The good news in Amplify’s recent survey, said Lambert, is that face-to-face instruction helped kids improve.\u003c/p>\n\u003cp>But reading performance is still behind where it was pre-pandemic — when reading scores \u003ca href=\"https://hechingerreport.org/proof-points-why-reading-comprehension-is-deteriorating/\">were already dropping\u003c/a>.\u003c/p>\n\u003cp>Last year, administrators in the Lubbock Independent School District in Texas took a deep dive to find the most effective way to improve reading. A 50-member literacy committee met for nine months to study the science of reading before recommending the new curriculum, said Misty Rieber, assistant superintendent for curriculum and instruction for the district of about \u003ca href=\"https://www.lubbockisd.org/Domain/1879\">26,000 students\u003c/a>.\u003c/p>\n\u003cp>The district adopted the \u003ca href=\"https://tea.texas.gov/academics/instructional-materials/tea-available-materials/amplify-texas-elementary-literacy-program\">Texas Amplify Early Literacy Program\u003c/a>, which includes a scripted curriculum based in the science of reading alongside interesting books to help students build background knowledge and vocabulary. The program, launched in a few schools this year, was adapted to meet state requirements. The district also trained educators how to teach foundational skills and use rich content.\u003c/p>\n\u003cp>If the core instruction is bad, Rieber said, “You can’t intervene your way out of it.” The aim of the new effort is to reduce the need for intervention, while using frequent screening to make sure extra help is provided when data shows it’s needed.\u003c/p>\n\u003cp>Coming back from remote instruction, many of the 575 students at Hardwick Elementary School in Lubbock were lagging in reading, said Principal Kim Callison. Four classes are trying Amplify's program, which emphasizes whole group instruction and uses diagnostic assessments to identify who needs additional help.\u003c/p>\n\u003cp>“It has changed significantly the enthusiasm and the excitement for reading in our school,” said Callison, where about 79 percent of students there are economically disadvantaged and the majority are Hispanic. The school also added interventionists who are using data to provide more intensive instruction for the lowest-performing students during the day.\u003c/p>\n\u003cp>Third grade teacher Nikki Hill said she was worried at first whether struggling students would be able to keep up with the more rigorous, faster-paced curriculum. But the lessons have enticing hooks, she said, and small groups can be pulled as needed to review material. “The biggest difference is their engagement,” said Hill, who added some students were asking to stay in from recess to keep reading a book. “They talk about what they are reading and that’s been a huge piece to give it a new glow. It’s boosted them to see it’s fun again.”\u003c/p>\n\u003cp>Next year, Amplify will be rolled out throughout the district in Lubbock, officials said.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_59311\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59311\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention9-scaled-e1650266280756.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Teachers at Columbus School in Carteret, N.J., are fine-tuning the best ways to provide literacy instruction with the help of regular training and co-teaching. Here, fourth grade teacher Lucy Parker teams with Ken Kunz, a literacy coach, to present a lesson to students during a writer’s workshop. \u003ccite>(Caralee Adams for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While it's too early to tell if many of the efforts spurred by the pandemic are working, districts that tackled reading problems before the pandemic suggest the all-in approach can make a real — and rapid — impact.\u003c/p>\n\u003cp>About seven years ago, Lyncourt School in Syracuse reached out to the experts at The Reading League looking for ways to turn around reading performance. The experts told them they should “get to the heart of the science of reading,” said Kimberly Davis, principal of the Pre-K to grade 8 school. Educators underwent a year of professional development, and then searched for a curriculum that aligned with their new understanding.\u003c/p>\n\u003cp>Lyncourt's administrators selected Amplify’s Core Knowledge Language Arts program because it incorporated the “Scarborough’s rope model” of reading, which weaves together word recognition and language comprehension strands, said Amy Rotundo, data coordinator at the school. The Amplify program’s emphasis on building language through rich vocabulary and content knowledge was suited for the school’s 400 students, about 70 percent of whom are disadvantaged, according to school administrators.\u003c/p>\n\u003cp>The Reading League has provided ongoing coaching to teachers, while testing at the beginning of the year identifies students in need of extra help. Reading intervention specialists meet with teachers to decide what kind of support they prefer —co-teaching in the classroom or small group pull-out instruction — said Diane Sheffield, a reading intervention specialist at Lyncourt. The majority of extra support takes place during the day and complements the core instruction happening in the classroom.\u003c/p>\n\u003cp>In 2017, according to district data, 44 percent of Lyncourt students in grades 2-6 were at or above grade level expectations on the school’s screening test. In 2019, 70 percent were on grade level, said Rotundo.\u003c/p>\n\u003cp>The improvement was impressive, but Rotundo said improving student reading takes a long-term investment and buy-in from administrators, teachers and paraprofessionals. “Right now, with the pandemic, everyone's in a panic to find a magic wand to fix everything,” she said. “That’s not how you make long lasting, sustainable change. It takes a lot of years of hard work. Throwing money on a program isn't going to fix Covid gaps.”\u003c/p>\n\u003cp>Rob Tierney, president of the International Literacy Association, said that rather than a single, best method, teachers need to learn to make discerning decisions and equip themselves with a “repertoire of strategies” to customize instruction based on an assessment of different kids’ needs.\u003c/p>\n\u003cp>“There is one recurring finding [in literacy research] that has gone on for 50 years: The most important thing in teaching reading is the teacher,” said Tierney.\u003c/p>\n\u003cp>At Columbus, Bielinski, the second grade teacher, said it’s taken “a lot of time for teachers to get used to all this change.” But, she added, the work has been worth it.\u003c/p>\n\u003cp>“The students don't know,” she said. “The students only know that they are being helped.”\u003c/p>\n\u003cp>On a recent day, her second graders gathered on the carpet to hear her read “Where Does Garbage Go?” She asked questions and then instructed students to turn to a partner to discuss. Afterwards, the children chose what to read from bins carefully curated with books at their level.\u003c/p>\n\u003cp>Bielinski carried a clipboard with stack of data sheets as she moved from desk to desk to listen to her students read. She checked to see if they skipped words or relied on the pictures, a strategy that still features prominently in some reading programs and that can confuse struggling readers. She occasionally asked students questions, to see if they comprehended the material.\u003c/p>\n\u003cp>“I write little notes that help me understand them better as a reader,” said Bielinski.\u003c/p>\n\u003cp>The i-Ready Assessment at Columbus shows improvements in on grade-level reading from the fall of 2021 to the winter of 2022, said Cardenas, the school’s principal. Every grade saw jumps, but the youngest readers improved fastest: First graders advanced from 9 percent on grade level to 22 percent, while second graders advanced from 19 percent to 33 percent. Kindergarteners were not tested in the fall, but 50 percent were on grade level for reading in the winter of 2022.\u003c/p>\n\u003cp>“We still always have a lot of work to do,” said Cardenas, “but our students are growing.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/weighing-the-best-strategies-for-reading-intervention/\">\u003cem>reading intervention\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"As students struggle to catch up with reading, school districts are using federal money to invest in a variety of intervention strategies to address unfinished learning and wide gaps in proficiency. One solution, experts say, is the use of frequent assessments to target resources where they are needed most and teacher training to improve the quality of instruction.","status":"publish","parent":0,"modified":1650371031,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":51,"wordCount":2817},"headData":{"title":"Weighing the best strategies for reading intervention - MindShift","description":"Some schools are overhauling reading instruction and trying a variety of approaches to address the pandemic’s impact on learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Weighing the best strategies for reading intervention","datePublished":"2022-04-18T07:20:27.000Z","dateModified":"2022-04-19T12:23:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59305 https://ww2.kqed.org/mindshift/?p=59305","disqusUrl":"https://ww2.kqed.org/mindshift/2022/04/18/weighing-the-best-strategies-for-reading-intervention/","disqusTitle":"Weighing the best strategies for reading intervention","nprByline":"Caralee Adams, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59305/weighing-the-best-strategies-for-reading-intervention","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about reading intervention was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003cem> \u003c/em>\u003c/p>\n\u003cp>CARTERET, N.J. — Carolyn Welch passed out shallow trays of colored sand to the six kindergarteners gathered in her small room at Columbus School. “Hold up the finger you use to write with,” she said, raising her index finger. “Make a C in your board.”\u003c/p>\n\u003cp>“Good,” said Welch, as the children traced Cs in the sand. \"Now make your G by drawing a line down. Repeat after me as we say it: G says guh. G says guh. Good!”\u003c/p>\n\u003cp>This is one of many multisensory activities Welch uses in her reading intervention class, a 30-minute pull-out session that meets daily at the elementary school. Children dance to learn the letter D, for example, while chanting the sound that goes with the letter. Welch is one of a growing number of teachers at her school trained in the method, known as the \u003ca href=\"https://www.ortonacademy.org/resources/what-is-the-orton-gillingham-approach/\">Orton-Gillingham Approach\u003c/a>, which was originally designed to help children with and dyslexia and those struggling to read.\u003c/p>\n\u003cp>Some students have always needed intensive, structured phonic-based instruction to help them master the structure and many tricky rules of the English language. But educators at Columbus say the number of kids here who need this level of intervention has grown — as it has around the country after \u003ca href=\"https://www.mckinsey.com/industries/education/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning\">uneven learning experiences\u003c/a> during the pandemic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although the federal government sent a massive influx of money \u003ca href=\"https://www2.ed.gov/documents/coronavirus/lost-instructional-time.pdf\">to help schools troubleshoot\u003c/a>, it left districts to grapple with how best to use the funds. Some are turning to \u003ca href=\"https://proventutoring.org/\">tutoring\u003c/a> (which, if done well, \u003ca href=\"https://www.nber.org/papers/w27476\">can be effective\u003c/a>), while others are \u003ca href=\"https://hechingerreport.org/proof-points-1-5-billion-in-recovery-funds-go-to-afterschool/\">expanding after school programs\u003c/a>. But, some experts say, schools should also invest in deeper changes that tackle the root of the problem: Many teachers aren’t well versed in the \u003ca href=\"https://www.ascd.org/el/articles/the-science-of-reading-research\">science of reading\u003c/a> and the best ways to teach to the widening range of abilities they are seeing in students.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_59309\" class=\"wp-caption alignnone\" style=\"max-width: 1468px\">\u003cimg class=\"size-full wp-image-59309\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention11-scaled-e1650266168302.jpg\" alt=\"\" width=\"1468\" height=\"1017\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention11-scaled-e1650266168302.jpg 1468w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention11-scaled-e1650266168302-800x554.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention11-scaled-e1650266168302-1020x707.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention11-scaled-e1650266168302-160x111.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention11-scaled-e1650266168302-768x532.jpg 768w\" sizes=\"(max-width: 1468px) 100vw, 1468px\">\u003cfigcaption class=\"wp-caption-text\">At Columbus School in Carteret, N.J., teachers were trained this year in a new writer’s workshop model. Andrea Lopes meets with her fifth grade students as they revise a writing assignment by adding more details. \u003ccite>(Caralee Adams for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Researchers largely agree schools should be training — and retraining — teachers and adopting curricula that embrace evidenced-based strategies. Relevant content that gets kids excited about reading is also important, as is testing. Frequent assessments can identify kids who are behind and make sure educators target resources and deliver interventions during the school day to the kids who most need help.\u003c/p>\n\u003cp>Gaps in reading can be closed, but it requires transformative change in the classroom — not just heaping on more programs, said Maria Murray, president and chief executive officer of The Reading League, a nonprofit, literacy organization based in Syracuse, New York. Teachers need training on the science of reading research, guidance on leveraging data and ongoing support to help them target instruction.\u003c/p>\n\u003cp>“Too often, it’s just an additive model with little to no attention to core classroom instruction and the knowledge that the teachers possess to enact very successful instruction with a good curriculum,” Murray said.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>The Carteret Public School District, in a diverse area of northern New Jersey, cobbled together several strategies at Columbus, which enrolls nearly 700 students, about 75 percent of whom are economically disadvantaged, according to district administrators. The school uses a variety of practices based in reading science, including a phonics-based program, known as Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS), for regular classroom instruction, along with the Orton-Gillingham Approach for students in need of the most support.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>After every 10 reading lessons with SIPPS, students take a short assessment to see if they understand the material or need to be retaught. Three times each year they take an i-Ready test, a diagnostic exam administered by the national company, Curriculum Associates, to determine growth and guide instruction.\u003c/p>\n\u003cp>“We use the data to inform our instruction, because that is the only way that you're providing students with exactly what they need,” said Columbus Principal Mayling Cardenas.\u003c/p>\n\u003cp>In addition to implementing the phonics instruction in the 2018-19 school year, the school also switched to a homegrown reader’s workshop model and then added the writing component this year. To make sure the content is exciting and relevant to kids, classroom libraries are stocked with culturally relevant books that represent Columbus’ diversity (the principal reported that 38 percent of students are Hispanic, 27 percent are Black, 17 percent are Asian, and 12 percent are white).\u003c/p>\n\u003cp>All of this change has required training and ongoing coaching for teachers, which is offered during the day, after school (teachers receive monetary incentives to stay late) and online. More teachers were trained in Orton-Gillingham this year to keep up with the demand. On top of this, the school used federal funds to hire new staff: an additional intervention teacher and part time ESL teacher.\u003c/p>\n\u003cp>Assistant Superintendent Melissa Jones said her district has looked closely at the research, and then put “a lot of faith in our staff and our teachers.”\u003c/p>\n\u003cp>“In order to see progress, you have to grow them [professionally],” she said.\u003c/p>\n\u003cfigure id=\"attachment_59308\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59308\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention3-scaled-e1650266052901.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Ken Kunz, literacy coach and founder of For the Love of Literacy, provides ongoing support at Columbus School observing instruction, doing model lessons, and co-teaching to give teachers tips on how to improve. \u003ccite>(Caralee Adams for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ken Kunz, a literacy coach contracted with the district, is regularly at the school to observe instruction and provide model lessons. Kunz, who is also founder of the nonprofit For the Love of Literacy, said he built rapport with teachers, so they feel empowered and are comfortable giving him feedback.\u003c/p>\n\u003cp>“Regardless of who they are, or what age, everyone needs help these days,” said Kunz. “And everyone's appreciative of it, as long as it's nonevaluative and it's seen as looking at their strengths first.”\u003c/p>\n\u003cp>First grade teacher Dawn Gruber said she learned “tips and tricks” from Kunz and other coaches as she rolled out the new curricula. During Gruber’s one-hour morning reading block, students are divided into three groups as part of a teaching model known as “response-to-intervention” or RTI, in which student progress is closely tracked. Students performing at the lowest levels are pulled out of class for intensive phonics intervention, while Gruber uses SIPPS with the rest, usually dividing them into smaller groups based on their reading levels. Her lessons involve decoding, choral reading and lots of repetition.\u003c/p>\n\u003cp>At one point, Gruber has the small group she's leading write down what they hear. “Number one: Listening to the sounds, Shh—aah—ck. Shock.” Excellent, good job. Number two: Them. Th—eh—mm.”\u003c/p>\n\u003cp>In another part of the room, Brooke Tepper, a special education resource teacher, conducts a “readers’ theater” to build reading fluency with four other students. She hands out parts for the crow, fox and two narrators for the kids to read aloud — an activity that was hard to do virtually, because kids would have to mute and unmute as they read their parts. The remaining first graders read independently or use computers to do lessons recommended for their level by the i-Ready program.\u003c/p>\n\u003cp>Second grade teacher Jill Bielinski said the new approach to literacy is much different than when everyone was handed the same textbook to read. “You really couldn't see who was progressing, who really understood the text. Some students just memorized. We didn’t have good intervention for the students who were struggling,” said Bielinski, who has been at Columbus for 25 years. “It has changed so much for the better.”\u003c/p>\n\u003cfigure id=\"attachment_59310\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59310\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention10-scaled-e1650266213454.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention10-scaled-e1650266213454.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention10-scaled-e1650266213454-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention10-scaled-e1650266213454-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention10-scaled-e1650266213454-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention10-scaled-e1650266213454-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention10-scaled-e1650266213454-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention10-scaled-e1650266213454-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Fifth grade teacher Andrea Lopes confers individually with her students during a writer’s workshop as they focus on how to add detail to elaborate their essays. \u003ccite>(Caralee Adams for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Early literacy instruction was hurt so much by the pandemic that schools need to think beyond recovery, said Susan Lambert, chief academic officer of elementary humanities at Amplify Education Inc. The Brooklyn-based company, which publishes curriculum and assessment programs, works with more than 4,000 school districts in the U.S.\u003c/p>\n\u003cp>The moment, she said, calls for a systemic effort that emphasizes solid core instruction and uses data to target research-based support for kids most at risk.\u003c/p>\n\u003cp>“It’s not just learning loss. You can’t hold on to anything you haven’t learned before. It’s really like they missed instruction,” said Lambert.\u003c/p>\n\u003cp>In February, a report by Amplify, analyzing data of 400,000 students in 37 states, indicated \u003ca href=\"https://amplify.com/wp-content/uploads/2022/02/mCLASS_MOY-Results_February-2022-Report.pdf\">more students were at risk of not learning to read\u003c/a> than before the pandemic; children in elementary grades and Black and Hispanic students were disproportionally impacted. The good news in Amplify’s recent survey, said Lambert, is that face-to-face instruction helped kids improve.\u003c/p>\n\u003cp>But reading performance is still behind where it was pre-pandemic — when reading scores \u003ca href=\"https://hechingerreport.org/proof-points-why-reading-comprehension-is-deteriorating/\">were already dropping\u003c/a>.\u003c/p>\n\u003cp>Last year, administrators in the Lubbock Independent School District in Texas took a deep dive to find the most effective way to improve reading. A 50-member literacy committee met for nine months to study the science of reading before recommending the new curriculum, said Misty Rieber, assistant superintendent for curriculum and instruction for the district of about \u003ca href=\"https://www.lubbockisd.org/Domain/1879\">26,000 students\u003c/a>.\u003c/p>\n\u003cp>The district adopted the \u003ca href=\"https://tea.texas.gov/academics/instructional-materials/tea-available-materials/amplify-texas-elementary-literacy-program\">Texas Amplify Early Literacy Program\u003c/a>, which includes a scripted curriculum based in the science of reading alongside interesting books to help students build background knowledge and vocabulary. The program, launched in a few schools this year, was adapted to meet state requirements. The district also trained educators how to teach foundational skills and use rich content.\u003c/p>\n\u003cp>If the core instruction is bad, Rieber said, “You can’t intervene your way out of it.” The aim of the new effort is to reduce the need for intervention, while using frequent screening to make sure extra help is provided when data shows it’s needed.\u003c/p>\n\u003cp>Coming back from remote instruction, many of the 575 students at Hardwick Elementary School in Lubbock were lagging in reading, said Principal Kim Callison. Four classes are trying Amplify's program, which emphasizes whole group instruction and uses diagnostic assessments to identify who needs additional help.\u003c/p>\n\u003cp>“It has changed significantly the enthusiasm and the excitement for reading in our school,” said Callison, where about 79 percent of students there are economically disadvantaged and the majority are Hispanic. The school also added interventionists who are using data to provide more intensive instruction for the lowest-performing students during the day.\u003c/p>\n\u003cp>Third grade teacher Nikki Hill said she was worried at first whether struggling students would be able to keep up with the more rigorous, faster-paced curriculum. But the lessons have enticing hooks, she said, and small groups can be pulled as needed to review material. “The biggest difference is their engagement,” said Hill, who added some students were asking to stay in from recess to keep reading a book. “They talk about what they are reading and that’s been a huge piece to give it a new glow. It’s boosted them to see it’s fun again.”\u003c/p>\n\u003cp>Next year, Amplify will be rolled out throughout the district in Lubbock, officials said.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_59311\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59311\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/Adams-Reading-Intervention9-scaled-e1650266280756.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Teachers at Columbus School in Carteret, N.J., are fine-tuning the best ways to provide literacy instruction with the help of regular training and co-teaching. Here, fourth grade teacher Lucy Parker teams with Ken Kunz, a literacy coach, to present a lesson to students during a writer’s workshop. \u003ccite>(Caralee Adams for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While it's too early to tell if many of the efforts spurred by the pandemic are working, districts that tackled reading problems before the pandemic suggest the all-in approach can make a real — and rapid — impact.\u003c/p>\n\u003cp>About seven years ago, Lyncourt School in Syracuse reached out to the experts at The Reading League looking for ways to turn around reading performance. The experts told them they should “get to the heart of the science of reading,” said Kimberly Davis, principal of the Pre-K to grade 8 school. Educators underwent a year of professional development, and then searched for a curriculum that aligned with their new understanding.\u003c/p>\n\u003cp>Lyncourt's administrators selected Amplify’s Core Knowledge Language Arts program because it incorporated the “Scarborough’s rope model” of reading, which weaves together word recognition and language comprehension strands, said Amy Rotundo, data coordinator at the school. The Amplify program’s emphasis on building language through rich vocabulary and content knowledge was suited for the school’s 400 students, about 70 percent of whom are disadvantaged, according to school administrators.\u003c/p>\n\u003cp>The Reading League has provided ongoing coaching to teachers, while testing at the beginning of the year identifies students in need of extra help. Reading intervention specialists meet with teachers to decide what kind of support they prefer —co-teaching in the classroom or small group pull-out instruction — said Diane Sheffield, a reading intervention specialist at Lyncourt. The majority of extra support takes place during the day and complements the core instruction happening in the classroom.\u003c/p>\n\u003cp>In 2017, according to district data, 44 percent of Lyncourt students in grades 2-6 were at or above grade level expectations on the school’s screening test. In 2019, 70 percent were on grade level, said Rotundo.\u003c/p>\n\u003cp>The improvement was impressive, but Rotundo said improving student reading takes a long-term investment and buy-in from administrators, teachers and paraprofessionals. “Right now, with the pandemic, everyone's in a panic to find a magic wand to fix everything,” she said. “That’s not how you make long lasting, sustainable change. It takes a lot of years of hard work. Throwing money on a program isn't going to fix Covid gaps.”\u003c/p>\n\u003cp>Rob Tierney, president of the International Literacy Association, said that rather than a single, best method, teachers need to learn to make discerning decisions and equip themselves with a “repertoire of strategies” to customize instruction based on an assessment of different kids’ needs.\u003c/p>\n\u003cp>“There is one recurring finding [in literacy research] that has gone on for 50 years: The most important thing in teaching reading is the teacher,” said Tierney.\u003c/p>\n\u003cp>At Columbus, Bielinski, the second grade teacher, said it’s taken “a lot of time for teachers to get used to all this change.” But, she added, the work has been worth it.\u003c/p>\n\u003cp>“The students don't know,” she said. “The students only know that they are being helped.”\u003c/p>\n\u003cp>On a recent day, her second graders gathered on the carpet to hear her read “Where Does Garbage Go?” She asked questions and then instructed students to turn to a partner to discuss. Afterwards, the children chose what to read from bins carefully curated with books at their level.\u003c/p>\n\u003cp>Bielinski carried a clipboard with stack of data sheets as she moved from desk to desk to listen to her students read. She checked to see if they skipped words or relied on the pictures, a strategy that still features prominently in some reading programs and that can confuse struggling readers. She occasionally asked students questions, to see if they comprehended the material.\u003c/p>\n\u003cp>“I write little notes that help me understand them better as a reader,” said Bielinski.\u003c/p>\n\u003cp>The i-Ready Assessment at Columbus shows improvements in on grade-level reading from the fall of 2021 to the winter of 2022, said Cardenas, the school’s principal. Every grade saw jumps, but the youngest readers improved fastest: First graders advanced from 9 percent on grade level to 22 percent, while second graders advanced from 19 percent to 33 percent. Kindergarteners were not tested in the fall, but 50 percent were on grade level for reading in the winter of 2022.\u003c/p>\n\u003cp>“We still always have a lot of work to do,” said Cardenas, “but our students are growing.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/weighing-the-best-strategies-for-reading-intervention/\">\u003cem>reading intervention\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59305/weighing-the-best-strategies-for-reading-intervention","authors":["byline_mindshift_59305"],"categories":["mindshift_193"],"tags":["mindshift_21241","mindshift_21128","mindshift_21465","mindshift_21254"],"featImg":"mindshift_59306","label":"mindshift"},"mindshift_58810":{"type":"posts","id":"mindshift_58810","meta":{"index":"posts_1591205157","site":"mindshift","id":"58810","score":null,"sort":[1638780875000]},"guestAuthors":[],"slug":"how-music-can-help-kids-learn-literacy-skills","title":"How music can help kids learn literacy skills","publishDate":1638780875,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">From hearing lullabies to the sing-song lilt of a parent’s voice, babies form strong connections with their caregivers through sound and song. Think about the way we instinctively bounce or rock fussy babies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That rocking is rhythm, one of the core “ingredients” of music, according to \u003c/span>\u003cspan style=\"font-weight: 400\">Nina Kraus, a neuroscientist and author of the book \u003ca href=\"https://www.amazon.com/Sound-Mind-Brain-Constructs-Meaningful/dp/0262045869/\">“Of Sound Mind: How Our Brain Constructs a Meaningful Sonic World.” \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">“Before babies learn the words, they learn the music,\" said Kraus. \"Why do we use the intonations and inflections that we do with babies? It's because they respond to that and they learn.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music, she notes, does an exceptional job activating our cognitive, motor, reward and sensory networks. And making music changes the brain for the better, said Kraus. “It strengthens your cognitive skills because it relies on memory and focused attention. And it strengthens the kinds of skills that we know are important for reading, for learning and for engaging with other people.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connecting Music to Literacy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music educator Anita Collins, author of \u003c/span>\u003ca href=\"https://www.amazon.com/Music-Advantage-Helps-Develop-Thrive/dp/0593332121\">\u003cspan style=\"font-weight: 400\">“The Music Advantage: How Music Helps Your Child Develop, Learn, and Thrive,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> often tells parents and teachers that when you stack up all the evidence about the benefits of music education, it’s a clear net positive for children. “Supporting music learning is giving kids a gift for the rest of their lives. Even when they are older, their brain health will be stronger because of what they did when they were nine.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early in Collins’ career, she began to notice a connection between kids who struggled to keep the beat in music and their progress in language class. Sometimes, she was able to bring an early reading issue to an educator's attention simply from watching a five-year-old struggle to stay on beat. She began to wonder, “If we do more beat-keeping, particularly with those kids, could we have an impact on their language learning?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we think about rhythm, we think about music. But there is rhythm in speech,” said Kraus of Collins’ observations. “We use rhythm all the time for turn-taking, for emphasis, and we know biologically that the kids who have difficulty with rhythm skills – like following the beat or rhythm pattern – are also kids who tend to have difficulty with language skills, and this includes reading.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Literacy depends on detecting sound patterns, and this pattern learning is part of auditory processing. According to a study conducted by Kraus, children with reading difficulties experienced more success when teachers improved the sound quality of their instruction by using assisted listening devices (or sound amplification systems) that made their voices crisper and less distorted. Over the course of the year, these children’s brain responses to sound became more consistent, suggesting that “the root cause of their reading problem was a sound processing bottleneck addressable with intervention.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given this key relationship between literacy and sound processing, Kraus believes music education is a vital complement to teaching core subjects. “Playing music will help the reading, writing and arithmetic, in addition to the other ways that it strengthens brain development.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Music Builds Attention and Perseverance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraus and Collins agree that making music is one of the best ways to strengthen attention, working memory and perseverance. These strengths – developed in music class or in the practice room – have been shown to transfer to other activities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music learning is essentially a boot camp for attention skills, according to Collins. “Music learning is, by its very nature, a way of increasing attention a little bit at a time,” she said. “If we think about attention span as a muscle, we are strengthening that muscle every time we practice music. We learn one line, then we add a little bit more. One bar, then two bars, then the whole page.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music is motivating, but practicing isn’t always fun, and that’s valuable too, said Collins. Every new song has to be practiced over and over again. Wrong notes give real-time feedback and the chance to self-correct. \u003c/span>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">We are in this strange space where we don’t like making things too hard for our kids. We don’t like to stand back and see them fail, even though we grow from failure and learn to say, ‘I need to change something about how I’m doing this.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While a final performance may seem like the pinnacle moment, “all the great brain development happens in the practice room,” said Collins. Children “try and try and try again and still don’t get it right – but then they do, and their reward network fires off.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents and schools consider introducing music, they should keep the big picture in mind, said Kraus – a vision even broader than cognitive acumen. “Most kids are never going to be concert pianists. And that's not at all the goal. In this world, we need to be able to connect with each other and across languages and cultures. Through music, we can build bridges. We can celebrate our shared humanity.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"One of the many benefits of music education is the way it can help with reading and language skills. ","status":"publish","parent":0,"modified":1638780875,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":900},"headData":{"title":"How music can help kids learn literacy skills - MindShift","description":"One of the many benefits of music education is the way it can help with reading and language skills.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How music can help kids learn literacy skills","datePublished":"2021-12-06T08:54:35.000Z","dateModified":"2021-12-06T08:54:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58810 https://ww2.kqed.org/mindshift/?p=58810","disqusUrl":"https://ww2.kqed.org/mindshift/2021/12/06/how-music-can-help-kids-learn-literacy-skills/","disqusTitle":"How music can help kids learn literacy skills","excludeFromSiteSearch":"Include","path":"/mindshift/58810/how-music-can-help-kids-learn-literacy-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">From hearing lullabies to the sing-song lilt of a parent’s voice, babies form strong connections with their caregivers through sound and song. Think about the way we instinctively bounce or rock fussy babies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That rocking is rhythm, one of the core “ingredients” of music, according to \u003c/span>\u003cspan style=\"font-weight: 400\">Nina Kraus, a neuroscientist and author of the book \u003ca href=\"https://www.amazon.com/Sound-Mind-Brain-Constructs-Meaningful/dp/0262045869/\">“Of Sound Mind: How Our Brain Constructs a Meaningful Sonic World.” \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">“Before babies learn the words, they learn the music,\" said Kraus. \"Why do we use the intonations and inflections that we do with babies? It's because they respond to that and they learn.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music, she notes, does an exceptional job activating our cognitive, motor, reward and sensory networks. And making music changes the brain for the better, said Kraus. “It strengthens your cognitive skills because it relies on memory and focused attention. And it strengthens the kinds of skills that we know are important for reading, for learning and for engaging with other people.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connecting Music to Literacy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music educator Anita Collins, author of \u003c/span>\u003ca href=\"https://www.amazon.com/Music-Advantage-Helps-Develop-Thrive/dp/0593332121\">\u003cspan style=\"font-weight: 400\">“The Music Advantage: How Music Helps Your Child Develop, Learn, and Thrive,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> often tells parents and teachers that when you stack up all the evidence about the benefits of music education, it’s a clear net positive for children. “Supporting music learning is giving kids a gift for the rest of their lives. Even when they are older, their brain health will be stronger because of what they did when they were nine.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early in Collins’ career, she began to notice a connection between kids who struggled to keep the beat in music and their progress in language class. Sometimes, she was able to bring an early reading issue to an educator's attention simply from watching a five-year-old struggle to stay on beat. She began to wonder, “If we do more beat-keeping, particularly with those kids, could we have an impact on their language learning?”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we think about rhythm, we think about music. But there is rhythm in speech,” said Kraus of Collins’ observations. “We use rhythm all the time for turn-taking, for emphasis, and we know biologically that the kids who have difficulty with rhythm skills – like following the beat or rhythm pattern – are also kids who tend to have difficulty with language skills, and this includes reading.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Literacy depends on detecting sound patterns, and this pattern learning is part of auditory processing. According to a study conducted by Kraus, children with reading difficulties experienced more success when teachers improved the sound quality of their instruction by using assisted listening devices (or sound amplification systems) that made their voices crisper and less distorted. Over the course of the year, these children’s brain responses to sound became more consistent, suggesting that “the root cause of their reading problem was a sound processing bottleneck addressable with intervention.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given this key relationship between literacy and sound processing, Kraus believes music education is a vital complement to teaching core subjects. “Playing music will help the reading, writing and arithmetic, in addition to the other ways that it strengthens brain development.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Music Builds Attention and Perseverance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraus and Collins agree that making music is one of the best ways to strengthen attention, working memory and perseverance. These strengths – developed in music class or in the practice room – have been shown to transfer to other activities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music learning is essentially a boot camp for attention skills, according to Collins. “Music learning is, by its very nature, a way of increasing attention a little bit at a time,” she said. “If we think about attention span as a muscle, we are strengthening that muscle every time we practice music. We learn one line, then we add a little bit more. One bar, then two bars, then the whole page.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music is motivating, but practicing isn’t always fun, and that’s valuable too, said Collins. Every new song has to be practiced over and over again. Wrong notes give real-time feedback and the chance to self-correct. \u003c/span>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">We are in this strange space where we don’t like making things too hard for our kids. We don’t like to stand back and see them fail, even though we grow from failure and learn to say, ‘I need to change something about how I’m doing this.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While a final performance may seem like the pinnacle moment, “all the great brain development happens in the practice room,” said Collins. Children “try and try and try again and still don’t get it right – but then they do, and their reward network fires off.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents and schools consider introducing music, they should keep the big picture in mind, said Kraus – a vision even broader than cognitive acumen. “Most kids are never going to be concert pianists. And that's not at all the goal. In this world, we need to be able to connect with each other and across languages and cultures. Through music, we can build bridges. We can celebrate our shared humanity.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58810/how-music-can-help-kids-learn-literacy-skills","authors":["11087"],"categories":["mindshift_193"],"tags":["mindshift_444","mindshift_550","mindshift_21128","mindshift_21254"],"featImg":"mindshift_58813","label":"mindshift"},"mindshift_58279":{"type":"posts","id":"mindshift_58279","meta":{"index":"posts_1591205157","site":"mindshift","id":"58279","score":null,"sort":[1631777112000]},"guestAuthors":[],"slug":"in-print-or-onscreen-making-the-most-of-reading-with-young-children","title":"In Print or Onscreen? Making The Most of Reading With Young Children","publishDate":1631777112,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Reprinted from \u003ca href=\"https://global.oup.com/academic/product/how-we-read-now-9780190084097\">How We Read Now: Strategic Choices for Print, Screen, and Audio\u003c/a> by Naomi S. Baron. Copyright © Oxford University Press 2021. All rights reserved.\u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>By Naomi S. Baron\u003c/strong>\u003c/h4>\n\u003cp>Do you believe that young kids (say, from birth to age five or six) should be firmly rooted in the world of print? Or are you worried you're depriving children of a valuable opportunity if you deny them access to digital reading?\u003c/p>\n\u003cp>Parents are torn. Studies from multiple English-speaking countries show the majority of parents continue to prefer print for their toddlers and preschoolers. Yet by nixing digital offerings, mothers and fathers worry their kids will be left behind—in enjoyment, learning, or preparation for primary school, where children might be handed a tablet their first day.\u003c/p>\n\u003cp>As I thought about the dilemma and read conflicting research, I began asking myself, was the debate missing the point? Just as many adults choose print for some purposes and digital for others. Were there solid arguments for when digital is appropriate for young children and when to stick with print? Sensing the answer was “yes” I began thinking about... food.\u003c/p>\n\u003cp>Food? Indeed. We've likely all seen the traditional food pyramid (now reconfigured as MyPlate). While the proportions of what goes where change over time, the pyramid (or plate) concept reminds us that a balanced diet has multiple components. Lots of fruits, vegetables, and grains? You bet. But you also need some oil and salt. Meat, poultry, and fish? Optional, but if you're vegetarian, figure out how to compensate elsewhere in your diet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Back to children—and books. We start with infants (birth to roughly two years of age). Experts agree that when it comes to book-reading, physical books are an obvious choice. However, particularly over the last few years, even print-loving pediatricians are identifying sound reasons for letting kids younger than two have some access to touchscreens. As early childhood specialists Natalia Kucirkova and Barry Zuckerman argue, touchscreens potentially foster vocabulary development, contribute to fine motor control and hand/eye coordination, and facilitate communication when, say,\u003cbr>\nSkyping grandparents or sharing family photos onscreen.\u003c/p>\n\u003cp>What about the next phases of early childhood—and materials that count as books (print or digital)? For a meaningful answer, we need to start with the purpose of reading: What are parents looking to accomplish when they sit with their child and a book, or when children are ensconced with books on their own? We can think about reading with toddlers and preschoolers through three perspectives:\u003c/p>\n\u003cul>\n\u003cli>The social side\u003c/li>\n\u003cli>The linguistic and cognitive side\u003c/li>\n\u003cli>The engagement side\u003c/li>\n\u003c/ul>\n\u003cp>Keep in mind, though, that while it may be convenient for research purposes to distinguish these three approaches, in actual practice they are interwoven.\u003c/p>\n\u003ch2>Three Sides of Reading With Young Children\u003c/h2>\n\u003ch4>The Social Side\u003c/h4>\n\u003cp>Years ago, the psychologist Jerome Bruner argued that children begin learning to talk not as a standalone enterprise but as a linguistic overlay atop social interaction with caregivers. Similarly, much of the reading we do with young children is as much about being together and sharing experiences as about the books themselves. In fact, joint reading is one of the tools recommended by pediatricians to foster bonding between parent and child.\u003c/p>\n\u003cp>Among academics, the term “dialogic talk” describes conversation with infants and toddlers that takes place around reading. (With infants, understandably, the adult generally needs to uphold both sides of the conversation.) Yes, you read the book, but you ask questions and connect what the book is about to experiences in\u003cbr>\nthe child's own world: “Look at that elephant! Remember the elephant we saw at the zoo yesterday?” Such conversational give and take spontaneously takes place in many households, but other times the practice benefits from being structured and modeled\u003cbr>\nfor parents.\u003c/p>\n\u003cp>[aside postID='mindshift_51281' label='What's Going On In Your Child's Brain When You Read Them A Story?']\u003c/p>\n\u003cp>Decades ago, most of the research I did was on child language acquisition. At the time, linguists were starting to recognize that not all children learn language the same way, Among the reasons is cultural context. For instance, middle-class infants in the United States tend to start using words earlier than kids living in societies where parents aren't constantly pointing out names for things, as in, “Peter, there's a fish. It's a fish. Can you say ‘fish’?” Take the Tsimané, an Amazonian tribe in Bolivia, where mothers average less than one minute a day directly talking with babies—about one-tenth the amount in the U.S. But regardless of the cultural parenting patterns, all these children learn to talk.\u003c/p>\n\u003cp>The same cultural issue extends to dialogic talk around books with young children. In many literate societies in which children grow up to be accomplished readers, interactive reading with infants and toddlers isn't part of the social landscape. My husband, who's from a highly literary family in India and learned to read by himself\u003cbr>\naround age four, reminds me of this difference.\u003c/p>\n\u003cp>Debate over print versus digital books for young children often revolves around the assumption that print encourages dialogic talk more than digital does. (More on that in a moment.) But is this difference inevitable? Recent initiatives, in both Norway\u003cbr>\nand the United States, suggest productive ways of building dialogue into the ways we read digital books with young children.\u003c/p>\n\u003cp>What's also often missing from the discussion is that the role of books with young children extends beyond child-caregiver bonding. We need to think more broadly about goals, including which platform best supports them.\u003c/p>\n\u003ch4>The Linguistic and Cognitive Side\u003c/h4>\n\u003cp>Before children are able to read on their own, there is much they absorb in the presence of books. Those books could be read by an adult or, in the case of digital books, through voice activation. In either case, young children might come to pair picture, written word, and spoken word with an object (such as that elephant). They also might learn about cause and effect through following a storyline.\u003c/p>\n\u003cp>We know that children’s linguistic development is bolstered by the richness of language used around them. Particularly in social contexts where young children aren't hearing a lot of vocabulary and more complex syntax, it's useful to harness additional tools to enhance kids’ learning opportunities. \u003cem>Sesame Street\u003c/em> is a resoundingly successful example of good modeling for children and adults alike. (While watching with my toddler son, I learned the word “puce” from an episode in the 1980s, where Maria went shopping for shoes.)\u003c/p>\n\u003cp>With the coming of digital books and apps, it's hardly surprising that educators and parents want to know how these materials measure up against print when it comes to language-based learning. As we'll see, many researchers are investigating this issue.\u003c/p>\n\u003ch4>The Engagement Side\u003c/h4>\n\u003cp>You've seen those parents—or been one. You're at a restaurant, and that two-year-old at the next table wont stop crying. In desperation, Dad fetches his iPhone, pulls up a cartoon video, plants the phone in front of the miserable toddler, and voilà! Peace is restored.\u003c/p>\n\u003cp>There's no question that digital technologies can be engaging. In debates between those for and against handing digital books to young children, the “con” side points to research showing children tend to focus on the device more than on the storyline or the parents trying to read with their child. All true. Does that mean such engagement is wholly negative? And how does it relate to broader senses of engagement, including cognitive or physical interaction?\u003c/p>\n\u003cp>As Natalia Kucirkova and ‘Teresa Cremin eloquently argue in their book \"Children Reading for Pleasure in the Digital Age,\" the act of reading (or being read to) is most beneficial when it includes activity on the child’s part. Importantly, this activity involves constructing meaning from what's being read, but it might also entail patting fuzzy surfaces or opening windows in a print book, or perhaps selecting music or exploring an image in a digital work.\u003c/p>\n\u003cp>Researchers have begun unpacking the varied functions print or digital books might serve for young children, particularly in the eyes of parents. Roxanne Etta surveyed more than 2,000 parents of preschoolers, asking when print or digital was more appropriate. While print was typically judged best for social experience with a child, eBooks were commonly used for entertainment or, in Etta’s term, babysitting. As the quality of eBooks continues to improve, and as parents learn ways of incorporating dialogic talk with children while using digital materials, we'll see whether these patterns shift.\u003c/p>\n\u003cfigure id=\"attachment_58303\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-58303 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-160x189.jpeg\" alt=\"\" width=\"160\" height=\"189\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-160x189.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-800x943.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-1020x1203.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-768x906.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo.jpeg 1199w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Naomi S. Baron\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Naomi S. Baron is Professor of Linguistics Emerita at American University in Washington, DC. A Guggenheim Fellow, Fulbright Fellow, and Fulbright Specialist, she has also been a Visiting Scholar at the Stanford Center for Advanced Study in the Behavioral Sciences. Baron is author of \u003ca href=\"https://global.oup.com/academic/product/how-we-read-now-9780190084097?cc=us&lang=en&\">How We Read Now: Strategic Choices for Print, Screen, and Audio\u003c/a>, \u003ca href=\"https://global.oup.com/academic/product/words-onscreen-9780199315765?cc=us&lang=en&\">Words Onscreen: The Fate of Reading in a Digital World\u003c/a> and \u003ca href=\"https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780195313055.001.0001/acprof-9780195313055\">Always On: Language in an Online and Mobile World\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In her book, \"How We Read Now,\" author Naomi Baron provides parents and caregivers research-based insights on the purpose of reading and whether it can be achieved through print or digital books.","status":"publish","parent":0,"modified":1645223124,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1547},"headData":{"title":"In Print or Onscreen? Making The Most of Reading With Young Children - MindShift","description":"In her book, "How We Read Now," author Naomi Baron provides parents and caregivers research-based insights on the purpose of reading and whether it can be achieved through print or digital books.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"In Print or Onscreen? Making The Most of Reading With Young Children","datePublished":"2021-09-16T07:25:12.000Z","dateModified":"2022-02-18T22:25:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58279 https://ww2.kqed.org/mindshift/?p=58279","disqusUrl":"https://ww2.kqed.org/mindshift/2021/09/16/in-print-or-onscreen-making-the-most-of-reading-with-young-children/","disqusTitle":"In Print or Onscreen? Making The Most of Reading With Young Children","excludeFromSiteSearch":"Include","path":"/mindshift/58279/in-print-or-onscreen-making-the-most-of-reading-with-young-children","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Reprinted from \u003ca href=\"https://global.oup.com/academic/product/how-we-read-now-9780190084097\">How We Read Now: Strategic Choices for Print, Screen, and Audio\u003c/a> by Naomi S. Baron. Copyright © Oxford University Press 2021. All rights reserved.\u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>By Naomi S. Baron\u003c/strong>\u003c/h4>\n\u003cp>Do you believe that young kids (say, from birth to age five or six) should be firmly rooted in the world of print? Or are you worried you're depriving children of a valuable opportunity if you deny them access to digital reading?\u003c/p>\n\u003cp>Parents are torn. Studies from multiple English-speaking countries show the majority of parents continue to prefer print for their toddlers and preschoolers. Yet by nixing digital offerings, mothers and fathers worry their kids will be left behind—in enjoyment, learning, or preparation for primary school, where children might be handed a tablet their first day.\u003c/p>\n\u003cp>As I thought about the dilemma and read conflicting research, I began asking myself, was the debate missing the point? Just as many adults choose print for some purposes and digital for others. Were there solid arguments for when digital is appropriate for young children and when to stick with print? Sensing the answer was “yes” I began thinking about... food.\u003c/p>\n\u003cp>Food? Indeed. We've likely all seen the traditional food pyramid (now reconfigured as MyPlate). While the proportions of what goes where change over time, the pyramid (or plate) concept reminds us that a balanced diet has multiple components. Lots of fruits, vegetables, and grains? You bet. But you also need some oil and salt. Meat, poultry, and fish? Optional, but if you're vegetarian, figure out how to compensate elsewhere in your diet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Back to children—and books. We start with infants (birth to roughly two years of age). Experts agree that when it comes to book-reading, physical books are an obvious choice. However, particularly over the last few years, even print-loving pediatricians are identifying sound reasons for letting kids younger than two have some access to touchscreens. As early childhood specialists Natalia Kucirkova and Barry Zuckerman argue, touchscreens potentially foster vocabulary development, contribute to fine motor control and hand/eye coordination, and facilitate communication when, say,\u003cbr>\nSkyping grandparents or sharing family photos onscreen.\u003c/p>\n\u003cp>What about the next phases of early childhood—and materials that count as books (print or digital)? For a meaningful answer, we need to start with the purpose of reading: What are parents looking to accomplish when they sit with their child and a book, or when children are ensconced with books on their own? We can think about reading with toddlers and preschoolers through three perspectives:\u003c/p>\n\u003cul>\n\u003cli>The social side\u003c/li>\n\u003cli>The linguistic and cognitive side\u003c/li>\n\u003cli>The engagement side\u003c/li>\n\u003c/ul>\n\u003cp>Keep in mind, though, that while it may be convenient for research purposes to distinguish these three approaches, in actual practice they are interwoven.\u003c/p>\n\u003ch2>Three Sides of Reading With Young Children\u003c/h2>\n\u003ch4>The Social Side\u003c/h4>\n\u003cp>Years ago, the psychologist Jerome Bruner argued that children begin learning to talk not as a standalone enterprise but as a linguistic overlay atop social interaction with caregivers. Similarly, much of the reading we do with young children is as much about being together and sharing experiences as about the books themselves. In fact, joint reading is one of the tools recommended by pediatricians to foster bonding between parent and child.\u003c/p>\n\u003cp>Among academics, the term “dialogic talk” describes conversation with infants and toddlers that takes place around reading. (With infants, understandably, the adult generally needs to uphold both sides of the conversation.) Yes, you read the book, but you ask questions and connect what the book is about to experiences in\u003cbr>\nthe child's own world: “Look at that elephant! Remember the elephant we saw at the zoo yesterday?” Such conversational give and take spontaneously takes place in many households, but other times the practice benefits from being structured and modeled\u003cbr>\nfor parents.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"mindshift_51281","label":"label='What's Going On In Your Child's Brain When You Read Them A Story?'"},"numeric":["label='What's","Going","On","In","Your","Child's","Brain","When","You","Read","Them","A","Story?'"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Decades ago, most of the research I did was on child language acquisition. At the time, linguists were starting to recognize that not all children learn language the same way, Among the reasons is cultural context. For instance, middle-class infants in the United States tend to start using words earlier than kids living in societies where parents aren't constantly pointing out names for things, as in, “Peter, there's a fish. It's a fish. Can you say ‘fish’?” Take the Tsimané, an Amazonian tribe in Bolivia, where mothers average less than one minute a day directly talking with babies—about one-tenth the amount in the U.S. But regardless of the cultural parenting patterns, all these children learn to talk.\u003c/p>\n\u003cp>The same cultural issue extends to dialogic talk around books with young children. In many literate societies in which children grow up to be accomplished readers, interactive reading with infants and toddlers isn't part of the social landscape. My husband, who's from a highly literary family in India and learned to read by himself\u003cbr>\naround age four, reminds me of this difference.\u003c/p>\n\u003cp>Debate over print versus digital books for young children often revolves around the assumption that print encourages dialogic talk more than digital does. (More on that in a moment.) But is this difference inevitable? Recent initiatives, in both Norway\u003cbr>\nand the United States, suggest productive ways of building dialogue into the ways we read digital books with young children.\u003c/p>\n\u003cp>What's also often missing from the discussion is that the role of books with young children extends beyond child-caregiver bonding. We need to think more broadly about goals, including which platform best supports them.\u003c/p>\n\u003ch4>The Linguistic and Cognitive Side\u003c/h4>\n\u003cp>Before children are able to read on their own, there is much they absorb in the presence of books. Those books could be read by an adult or, in the case of digital books, through voice activation. In either case, young children might come to pair picture, written word, and spoken word with an object (such as that elephant). They also might learn about cause and effect through following a storyline.\u003c/p>\n\u003cp>We know that children’s linguistic development is bolstered by the richness of language used around them. Particularly in social contexts where young children aren't hearing a lot of vocabulary and more complex syntax, it's useful to harness additional tools to enhance kids’ learning opportunities. \u003cem>Sesame Street\u003c/em> is a resoundingly successful example of good modeling for children and adults alike. (While watching with my toddler son, I learned the word “puce” from an episode in the 1980s, where Maria went shopping for shoes.)\u003c/p>\n\u003cp>With the coming of digital books and apps, it's hardly surprising that educators and parents want to know how these materials measure up against print when it comes to language-based learning. As we'll see, many researchers are investigating this issue.\u003c/p>\n\u003ch4>The Engagement Side\u003c/h4>\n\u003cp>You've seen those parents—or been one. You're at a restaurant, and that two-year-old at the next table wont stop crying. In desperation, Dad fetches his iPhone, pulls up a cartoon video, plants the phone in front of the miserable toddler, and voilà! Peace is restored.\u003c/p>\n\u003cp>There's no question that digital technologies can be engaging. In debates between those for and against handing digital books to young children, the “con” side points to research showing children tend to focus on the device more than on the storyline or the parents trying to read with their child. All true. Does that mean such engagement is wholly negative? And how does it relate to broader senses of engagement, including cognitive or physical interaction?\u003c/p>\n\u003cp>As Natalia Kucirkova and ‘Teresa Cremin eloquently argue in their book \"Children Reading for Pleasure in the Digital Age,\" the act of reading (or being read to) is most beneficial when it includes activity on the child’s part. Importantly, this activity involves constructing meaning from what's being read, but it might also entail patting fuzzy surfaces or opening windows in a print book, or perhaps selecting music or exploring an image in a digital work.\u003c/p>\n\u003cp>Researchers have begun unpacking the varied functions print or digital books might serve for young children, particularly in the eyes of parents. Roxanne Etta surveyed more than 2,000 parents of preschoolers, asking when print or digital was more appropriate. While print was typically judged best for social experience with a child, eBooks were commonly used for entertainment or, in Etta’s term, babysitting. As the quality of eBooks continues to improve, and as parents learn ways of incorporating dialogic talk with children while using digital materials, we'll see whether these patterns shift.\u003c/p>\n\u003cfigure id=\"attachment_58303\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-58303 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-160x189.jpeg\" alt=\"\" width=\"160\" height=\"189\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-160x189.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-800x943.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-1020x1203.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-768x906.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo.jpeg 1199w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Naomi S. Baron\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Naomi S. Baron is Professor of Linguistics Emerita at American University in Washington, DC. A Guggenheim Fellow, Fulbright Fellow, and Fulbright Specialist, she has also been a Visiting Scholar at the Stanford Center for Advanced Study in the Behavioral Sciences. Baron is author of \u003ca href=\"https://global.oup.com/academic/product/how-we-read-now-9780190084097?cc=us&lang=en&\">How We Read Now: Strategic Choices for Print, Screen, and Audio\u003c/a>, \u003ca href=\"https://global.oup.com/academic/product/words-onscreen-9780199315765?cc=us&lang=en&\">Words Onscreen: The Fate of Reading in a Digital World\u003c/a> and \u003ca href=\"https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780195313055.001.0001/acprof-9780195313055\">Always On: Language in an Online and Mobile World\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58279/in-print-or-onscreen-making-the-most-of-reading-with-young-children","authors":["11721"],"categories":["mindshift_195"],"tags":["mindshift_968","mindshift_273","mindshift_21129","mindshift_20720","mindshift_20991","mindshift_152","mindshift_21128"],"featImg":"mindshift_58289","label":"mindshift"},"mindshift_57786":{"type":"posts","id":"mindshift_57786","meta":{"index":"posts_1591205157","site":"mindshift","id":"57786","score":null,"sort":[1623225534000]},"guestAuthors":[],"slug":"the-benefits-of-speech-to-text-technology-in-all-classrooms","title":"The Benefits of Speech-to-Text Technology in All Classrooms","publishDate":1623225534,"format":"standard","headTitle":"The Benefits of Speech-to-Text Technology in All Classrooms | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">During in-person instruction, Vikram Nahal would correct \u003c/span>\u003ca href=\"https://www.lwtears.com/blog/how-to-hold-pencil-grip\">\u003cspan style=\"font-weight: 400;\">console grips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in his role as a Resource Specialist Program (RSP) teacher in Northern California. Learning console grips helps students develop the hand-eye coordination and fine motor skills necessary to correctly form shapes on a page. He could provide grip tools for pencils or guide students’ hands with his own, familiarizing them with the strokes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual education, he relied on reference materials and parent assistance when available. An adult in the room could help demonstrate grips, steer hands and inform Nahal when additional resources were needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite the difficulties of offering support remotely, Nahal found that virtual learning allowed him to experiment with new technologies that supported his students with learning disabilities. Speech-to-text\u003c/span> \u003cspan style=\"font-weight: 400;\">technology allowed them to more easily transfer their ideas onto the page. This especially helped his students with ADHD and processing-related disabilities, such as auditory processing disorder or working memory deficits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Speech-to-text tools also saved time, which is helpful for students who might forget their ideas once they try to write or students who struggle with getting any words on the page at all, feeling unable to transfer their thoughts. For some, this was because of the intimidation of writing academically, with spelling and grammar anxieties prohibiting them from starting. For others, the time taken to write out initial thoughts caused them to forget later conclusions and analyses, given the lack of immediacy in writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Coming into the distance learning, I was really worried about these kids. But what I found was through using the speech-to-text feature, they were able to get their ideas on paper. They didn’t have that physical transfer where they had to go and write it out and lose what they were thinking about in the process. And they really evolved as writers,” said Nahal.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The process of vocalizing their ideas and watching their words simultaneously appear on the screen relieved much of the stress around writing. Students could watch their thoughts fill a page, proving for some that they were capable of doing so. They could then go through and revise their grammar and ideas, correcting anywhere the technology misheard them and getting practice editing their own writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The initial skill required of students wasn’t spelling or grammar, but the ability to transfer their ideas to the page. Natalie Conway is a teacher who works with students with disabilities in grades Kindergarten through 3rd at a statewide online charter school in Oregon. She has been teaching online for seven years. She said that specifically identifying which standard is being assessed, and providing accommodations for the standards not presently up to bat, can help make school more accessible for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Those accommodations are going to benefit kids who are unidentified (in disability) and who just would enjoy learning that way,” said Conway. “So if you make it available to everyone, it’s not stigmatizing to anyone. And students are going to self-select what’s going to work for them. They know themselves, too, especially the older they get.”\u003c/span>\u003c/p>\n\u003ch2>Writing is Rewriting\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Nahal eventually transitioned his students off speech-to-text, encouraging them to write phonetically in a subsequent phase but with the same initial indifference to spelling and grammar encouraged by a first draft from speech-to-text. Then, once the ideas were on the page, Nahal and his students could comb through their work, updating spelling and modifying their language to meet academic conventions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Through the process of correcting their work and typing, they’ve become better writers,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He spotlighted spell check as a simple way students could see that they misspelled words, with the automatic underline quickly notifying students of a mistake. That helped make editing for spelling and grammar less difficult online. Speech-to-text technology accelerated his students’ writing skills during virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“These gains would have not happened had we been in person. I mean, it would have happened, but not so rapidly in my estimation,” Nahal said.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Voice Practice \u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Conway spotlighted speech-to-text technology as liberating for kids with writing disabilities and fine motor needs. Beyond writing homework assignments, the technology can also be used for quick in-class responses. If a teacher asks all students to put an answer in the virtual class’ chatbox, for instance, a student who might not feel confident in their ability to write their thoughts can use transcription software to still participate. And for chat boxes with microphone transcription enabled, they can participate even more quickly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s giving students independence, instead of having to have a scribe all the time or having to have someone read to them all the time,” said Kathleen Kane Parkinson, a diverse learner teacher in Chicago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the past, many students would only be able to practice their pronunciations in a classroom setting. Now, this technology and related technologies allow for pronunciation practice to be incorporated into at-home work. Some teachers, like Parkinson, may choose to continue using some form of voice-recognition software for out-of-class assignments moving forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parkinson mentioned, however, that the technology does not yet fully accommodate students with speech and language impairments. The transcription of their speech may not accurately reflect what students said into their microphones, which can cause confusion and frustration. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Repeated Read Alouds\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The related but inverse technology of text-to-speech, also known as read-aloud technology,\u003c/span> \u003cspan style=\"font-weight: 400;\">helped Nahal’s students improve their reading skills. The process of hearing text read aloud ensured that words or lines weren’t skipped, improving comprehension. Students could also highlight new words to hear pronunciations or learn definitions, strengthening vocabularies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For students who might not feel confident reading grade-level material, or who process information better when listening, read-along features for books and articles can be pivotal. Students with attention deficits might benefit from the ability to pause a story to process or take notes, and then press play to resume reading without losing their place.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“[For] kids who might have working memory deficits or trouble recalling information, the ability to listen to something over and over or listen to it as they read it, following along — that can be really powerful,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Jodi Dezale, a speech language pathologist at Jefferson Community School in Minneapolis pointed to online books as a key resource brought about during virtual learning. The read-along audio feature provided students the autonomy to read books on their own. Tie-in videos from publishers like Scholastic gave students an additional level of engagement for books, encouraging new modes of interaction with familiar images and stories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“One of the tools that we use to build comprehension is repeated readings of the same thing. So getting comfortable with seeing something in different ways and using it multiple times was very helpful,” said Dezale.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>Accessibility Opportunities\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Engagement with both audible and visual modes of learning can also be achieved through closed captioning in class video software. Offered on both Google Meet and Zoom, closed captioning can have benefits for all students. It can make virtual classrooms that don’t have sign language translators more accessible for students who are deaf and hard of hearing. Students with unimpaired hearing can also utilize captions as a secondary cue for their minds, allowing for another way to perceive the material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“You’re pairing verbal input with visual input and it’s just more likely to stick in your brain and make sense to you,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Access to technology is an equity issue. Students gained technological skills during virtual learning that they might not have otherwise gleaned. Many schools engaged with new learning and accessibility tools they didn’t have the bandwidth or funding to try during in-person learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Increased familiarity with online platforms and technologies may lessen the digital divide between the schools that had embedded technology before the pandemic and those that newly engaged with modes of digital education over the past year. This offered more students digital skills that may be needed after graduation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They’ve got to be computer literate,” Nahal said. “It’s a literacy issue for me.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teachers who work with students with disabilities specifically can supply their students with tools and methods of enabling accessibility technologies that they can take with them into general education classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When they’re in, say, a humanities class or a science class, that’s where those tools are going to come in handy. And it’s a matter of teaching them how to use the tools,” Parkinson said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This not only makes education more accessible, it encourages students to take agency in their learning, spurring\u003c/span> \u003cspan style=\"font-weight: 400;\">greater independence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For teachers who work with students with disabilities, the instantaneous nature of online assignments’ feedback saves time. Sandra Zickrick works with middle schoolers with disabilities. She shared that before virtual education, she would take each student aside to assess their skills and\u003c/span> \u003cspan style=\"font-weight: 400;\">determine where additional support was needed. Now, she can have all of her students complete simultaneous virtual assessments and immediately receive the results, allowing her to spend more class time providing specific support or doing activities with the entire class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Beyond the new technologies learned, a number of students with disabilities preferred learning online. For some, doing school from home induced less social anxiety, which led to increased academic confidence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Attending school from home was less optimal for many students, with many facing challenges of family distractions, Wi-Fi connection issues or an inability to find a quiet place to work. Yet some\u003c/span> \u003cspan style=\"font-weight: 400;\">students were better able to concentrate on schoolwork at home, whether from reduced distractions in virtual school compared to social classroom settings, or from decreased social stress. \u003c/span>\u003cspan style=\"font-weight: 400;\">Online education can allow for greater control over a student’s environment, which can limit external distractors or overbearing external stimuli, benefiting some students with autism, ADD and ADHD. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“A lot of the physical distractors that happened in a building, that happened in a physical classroom, aren’t the same at home,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Conway also pointed to the ability for students to revisit lectures, to rewind, rewatch and take their time, as another accessibility tool. The more methods teachers offer for students to access the material and demonstrate that they’ve learned it, the more accessible school becomes for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When students can select how to best prove their knowledge — be it in an essay, video, PowerPoint, Google Doc or other tool — they not only take agency in their learning, but can unlock new creativity. This creativity will be an asset in higher education and in the workforce, Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They now have skills to communicate in a variety of ways, collaborate with other kids and be creative and think critically about what they’re doing and how they’re doing it,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The specific tools and technologies a school may take on during virtual education may depend on the school’s location, technology team and budget. Yet the fact that more students received technological devices and more schools explored assistive technologies during virtual education helped in the movement to make education more accessible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I think the biggest takeaway of this online experience is just that there are things out there for free that we can use,” Conway said. “The sky’s the limit and you just need to Google whatever it is you want.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Speech-to-text technology helped many teachers and students unlock opportunities for literacy. ","status":"publish","parent":0,"modified":1713642359,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":2037},"headData":{"title":"The Benefits of Speech-to-Text Technology in All Classrooms | KQED","description":"Speech-to-text technology helped many teachers and students unlock opportunities for literacy. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Benefits of Speech-to-Text Technology in All Classrooms","datePublished":"2021-06-09T07:58:54.000Z","dateModified":"2024-04-20T19:45:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/57786/the-benefits-of-speech-to-text-technology-in-all-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">During in-person instruction, Vikram Nahal would correct \u003c/span>\u003ca href=\"https://www.lwtears.com/blog/how-to-hold-pencil-grip\">\u003cspan style=\"font-weight: 400;\">console grips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in his role as a Resource Specialist Program (RSP) teacher in Northern California. Learning console grips helps students develop the hand-eye coordination and fine motor skills necessary to correctly form shapes on a page. He could provide grip tools for pencils or guide students’ hands with his own, familiarizing them with the strokes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual education, he relied on reference materials and parent assistance when available. An adult in the room could help demonstrate grips, steer hands and inform Nahal when additional resources were needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite the difficulties of offering support remotely, Nahal found that virtual learning allowed him to experiment with new technologies that supported his students with learning disabilities. Speech-to-text\u003c/span> \u003cspan style=\"font-weight: 400;\">technology allowed them to more easily transfer their ideas onto the page. This especially helped his students with ADHD and processing-related disabilities, such as auditory processing disorder or working memory deficits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Speech-to-text tools also saved time, which is helpful for students who might forget their ideas once they try to write or students who struggle with getting any words on the page at all, feeling unable to transfer their thoughts. For some, this was because of the intimidation of writing academically, with spelling and grammar anxieties prohibiting them from starting. For others, the time taken to write out initial thoughts caused them to forget later conclusions and analyses, given the lack of immediacy in writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Coming into the distance learning, I was really worried about these kids. But what I found was through using the speech-to-text feature, they were able to get their ideas on paper. They didn’t have that physical transfer where they had to go and write it out and lose what they were thinking about in the process. And they really evolved as writers,” said Nahal.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The process of vocalizing their ideas and watching their words simultaneously appear on the screen relieved much of the stress around writing. Students could watch their thoughts fill a page, proving for some that they were capable of doing so. They could then go through and revise their grammar and ideas, correcting anywhere the technology misheard them and getting practice editing their own writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The initial skill required of students wasn’t spelling or grammar, but the ability to transfer their ideas to the page. Natalie Conway is a teacher who works with students with disabilities in grades Kindergarten through 3rd at a statewide online charter school in Oregon. She has been teaching online for seven years. She said that specifically identifying which standard is being assessed, and providing accommodations for the standards not presently up to bat, can help make school more accessible for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Those accommodations are going to benefit kids who are unidentified (in disability) and who just would enjoy learning that way,” said Conway. “So if you make it available to everyone, it’s not stigmatizing to anyone. And students are going to self-select what’s going to work for them. They know themselves, too, especially the older they get.”\u003c/span>\u003c/p>\n\u003ch2>Writing is Rewriting\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Nahal eventually transitioned his students off speech-to-text, encouraging them to write phonetically in a subsequent phase but with the same initial indifference to spelling and grammar encouraged by a first draft from speech-to-text. Then, once the ideas were on the page, Nahal and his students could comb through their work, updating spelling and modifying their language to meet academic conventions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Through the process of correcting their work and typing, they’ve become better writers,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He spotlighted spell check as a simple way students could see that they misspelled words, with the automatic underline quickly notifying students of a mistake. That helped make editing for spelling and grammar less difficult online. Speech-to-text technology accelerated his students’ writing skills during virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“These gains would have not happened had we been in person. I mean, it would have happened, but not so rapidly in my estimation,” Nahal said.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Voice Practice \u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Conway spotlighted speech-to-text technology as liberating for kids with writing disabilities and fine motor needs. Beyond writing homework assignments, the technology can also be used for quick in-class responses. If a teacher asks all students to put an answer in the virtual class’ chatbox, for instance, a student who might not feel confident in their ability to write their thoughts can use transcription software to still participate. And for chat boxes with microphone transcription enabled, they can participate even more quickly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s giving students independence, instead of having to have a scribe all the time or having to have someone read to them all the time,” said Kathleen Kane Parkinson, a diverse learner teacher in Chicago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the past, many students would only be able to practice their pronunciations in a classroom setting. Now, this technology and related technologies allow for pronunciation practice to be incorporated into at-home work. Some teachers, like Parkinson, may choose to continue using some form of voice-recognition software for out-of-class assignments moving forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parkinson mentioned, however, that the technology does not yet fully accommodate students with speech and language impairments. The transcription of their speech may not accurately reflect what students said into their microphones, which can cause confusion and frustration. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Repeated Read Alouds\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The related but inverse technology of text-to-speech, also known as read-aloud technology,\u003c/span> \u003cspan style=\"font-weight: 400;\">helped Nahal’s students improve their reading skills. The process of hearing text read aloud ensured that words or lines weren’t skipped, improving comprehension. Students could also highlight new words to hear pronunciations or learn definitions, strengthening vocabularies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For students who might not feel confident reading grade-level material, or who process information better when listening, read-along features for books and articles can be pivotal. Students with attention deficits might benefit from the ability to pause a story to process or take notes, and then press play to resume reading without losing their place.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“[For] kids who might have working memory deficits or trouble recalling information, the ability to listen to something over and over or listen to it as they read it, following along — that can be really powerful,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Jodi Dezale, a speech language pathologist at Jefferson Community School in Minneapolis pointed to online books as a key resource brought about during virtual learning. The read-along audio feature provided students the autonomy to read books on their own. Tie-in videos from publishers like Scholastic gave students an additional level of engagement for books, encouraging new modes of interaction with familiar images and stories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“One of the tools that we use to build comprehension is repeated readings of the same thing. So getting comfortable with seeing something in different ways and using it multiple times was very helpful,” said Dezale.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>Accessibility Opportunities\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Engagement with both audible and visual modes of learning can also be achieved through closed captioning in class video software. Offered on both Google Meet and Zoom, closed captioning can have benefits for all students. It can make virtual classrooms that don’t have sign language translators more accessible for students who are deaf and hard of hearing. Students with unimpaired hearing can also utilize captions as a secondary cue for their minds, allowing for another way to perceive the material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“You’re pairing verbal input with visual input and it’s just more likely to stick in your brain and make sense to you,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Access to technology is an equity issue. Students gained technological skills during virtual learning that they might not have otherwise gleaned. Many schools engaged with new learning and accessibility tools they didn’t have the bandwidth or funding to try during in-person learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Increased familiarity with online platforms and technologies may lessen the digital divide between the schools that had embedded technology before the pandemic and those that newly engaged with modes of digital education over the past year. This offered more students digital skills that may be needed after graduation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They’ve got to be computer literate,” Nahal said. “It’s a literacy issue for me.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teachers who work with students with disabilities specifically can supply their students with tools and methods of enabling accessibility technologies that they can take with them into general education classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When they’re in, say, a humanities class or a science class, that’s where those tools are going to come in handy. And it’s a matter of teaching them how to use the tools,” Parkinson said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This not only makes education more accessible, it encourages students to take agency in their learning, spurring\u003c/span> \u003cspan style=\"font-weight: 400;\">greater independence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For teachers who work with students with disabilities, the instantaneous nature of online assignments’ feedback saves time. Sandra Zickrick works with middle schoolers with disabilities. She shared that before virtual education, she would take each student aside to assess their skills and\u003c/span> \u003cspan style=\"font-weight: 400;\">determine where additional support was needed. Now, she can have all of her students complete simultaneous virtual assessments and immediately receive the results, allowing her to spend more class time providing specific support or doing activities with the entire class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Beyond the new technologies learned, a number of students with disabilities preferred learning online. For some, doing school from home induced less social anxiety, which led to increased academic confidence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Attending school from home was less optimal for many students, with many facing challenges of family distractions, Wi-Fi connection issues or an inability to find a quiet place to work. Yet some\u003c/span> \u003cspan style=\"font-weight: 400;\">students were better able to concentrate on schoolwork at home, whether from reduced distractions in virtual school compared to social classroom settings, or from decreased social stress. \u003c/span>\u003cspan style=\"font-weight: 400;\">Online education can allow for greater control over a student’s environment, which can limit external distractors or overbearing external stimuli, benefiting some students with autism, ADD and ADHD. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“A lot of the physical distractors that happened in a building, that happened in a physical classroom, aren’t the same at home,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Conway also pointed to the ability for students to revisit lectures, to rewind, rewatch and take their time, as another accessibility tool. The more methods teachers offer for students to access the material and demonstrate that they’ve learned it, the more accessible school becomes for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When students can select how to best prove their knowledge — be it in an essay, video, PowerPoint, Google Doc or other tool — they not only take agency in their learning, but can unlock new creativity. This creativity will be an asset in higher education and in the workforce, Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They now have skills to communicate in a variety of ways, collaborate with other kids and be creative and think critically about what they’re doing and how they’re doing it,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The specific tools and technologies a school may take on during virtual education may depend on the school’s location, technology team and budget. Yet the fact that more students received technological devices and more schools explored assistive technologies during virtual education helped in the movement to make education more accessible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I think the biggest takeaway of this online experience is just that there are things out there for free that we can use,” Conway said. “The sky’s the limit and you just need to Google whatever it is you want.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57786/the-benefits-of-speech-to-text-technology-in-all-classrooms","authors":["11603"],"categories":["mindshift_193"],"tags":["mindshift_918","mindshift_21079","mindshift_21128","mindshift_21906","mindshift_21436","mindshift_851"],"featImg":"mindshift_57966","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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