Only a quarter of federally funded education innovations benefited students, report says
Learning science might help kids read better
As schools embrace the science of reading, researchers are criticizing an overemphasis on auditory skills
When family tree projects frustrate students, community maps are an inclusive alternative
‘Right-to-read’ settlement spurred higher reading scores in California’s lowest performing schools, study finds
How bibliocounseling can create space for Black girls and girls of color to connect in school
Proven classroom strategies for winning over reluctant readers
How teachers can rediscover the joy of recreational reading
Thinking about tutoring for your child? Here’s what you should consider.
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She grew up in the Bay Area.\u003cem> \u003c/em>","avatar":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"news","roles":["contributor"]},{"site":"forum","roles":["editor"]}],"headData":{"title":"Marlena Jackson-Retondo | KQED","description":"Engagement Producer","ogImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mjacksonretondo"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_63341":{"type":"posts","id":"mindshift_63341","meta":{"index":"posts_1591205157","site":"mindshift","id":"63341","score":null,"sort":[1710756032000]},"guestAuthors":[],"slug":"only-a-quarter-of-federally-funded-education-innovations-benefited-students-report-says","title":"Only a quarter of federally funded education innovations benefited students, report says","publishDate":1710756032,"format":"standard","headTitle":"Only a quarter of federally funded education innovations benefited students, report says | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p7\">Education journalism is chock full of stories touting some brand new idea that could fix schools. Artificial intelligence is the current obsession. Philanthropic funders often say they want to see fewer stories about problems and more stories about solutions. But the truth is that lifting student achievement is really hard, and the vast majority of innovations don’t end up working.\u003c/p>\n\u003cp class=\"p7\">A \u003ca href=\"https://ies.ed.gov/ncee/pubs/2024002/\">\u003cspan class=\"s2\">February 2024 report\u003c/span>\u003c/a> about a research-and-development program inside the Department of Education makes this truth crystal clear. The failure rate was 74%. Under this program, called Investing in Innovation or i3, the federal government gave out $1.4 billion between 2010 and 2016 to education nonprofits and researchers for the purpose of developing and testing new ideas in the classroom. But only 26% of the innovations yielded \u003ci>any\u003c/i> positive benefits for students and no negative harms, according to the program’s final report.\u003c/p>\n\u003cp class=\"p7\">Most of the 172 grants tested ideas about improving instruction or turning around low-performing schools. Almost 150 of them reported results with more than 20 still unfinished. Of the completed ones, a quarter of the innovations hadn’t been properly tested. Doing rigorous research isn’t easy; you need to set up a group of comparison students who don’t get the intervention and track everyone’s progress. Of the 112 properly evaluated grants, the most common result was a null finding, meaning that the intervention didn’t make a difference. Only a small handful left students worse off. The results for each program are hidden in pages 55 through 64 of a separate \u003ca href=\"https://ies.ed.gov/ncee/pubs/2024002/pdf/2024002_appendices.pdf\">\u003cspan class=\"s2\">appendices document\u003c/span>\u003c/a>, but I have created a \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/03/Appendix-results.pdf\">\u003cspan class=\"s2\">pdf of them\u003c/span>\u003c/a> for you.\u003c/p>\n\u003cp class=\"p7\">The low success rate for new ideas is “psychologically disappointing,” said Barbara Goodson, lead author of the report and an expert in educational research at the consulting firm Abt Global. “You would hope that all this [innovation] would pan out for students and that we would know better how to make education.”\u003c/p>\n\u003cp class=\"p8\">\u003cb>A 26% success rate\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63343\" class=\"wp-caption aligncenter\" style=\"max-width: 716px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63343\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3.png\" alt=\"\" width=\"716\" height=\"822\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3.png 716w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-160x184.png 160w\" sizes=\"(max-width: 716px) 100vw, 716px\">\u003cfigcaption class=\"wp-caption-text\">Twenty-six percent of i3 evaluations found at least one positive effect and no negative effects on student academic outcomes (39 grants). WWC refers to the What Works Clearinghouse, a library of evidence-based teaching practices. \u003ccite>(IES, February 2024)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">The original ideas all showed promise and outside reviewers rated applications. But when you try new things and put them to a rigorous test in real classrooms, human behavior and students achievement are influenced by so many things that you cannot control, from struggles at home and poverty to health issues and psychological stress. And it can be difficult to generate downstream results for students on a year-end achievement test when an intervention is targeting something else, such parent engagement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">Some innovations did work well. \u003ca href=\"https://hechingerreport.org/a-little-known-program-has-lifted-9th-grade-performance-in-virtually-every-type-of-school/\">\u003cspan class=\"s2\">Building Assets, Reducing Risks\u003c/span>\u003c/a> (BARR) is the poster child for what this grant program had hoped to produce. The idea was an early warning system that detects when children are starting to stumble at school. Teachers, administrators or counselors intervene in this early stage and build relationships with students to get them back on track. It received a seed grant to develop the idea and implement it in schools. The results were good enough for BARR to receive a bigger federal grant from this R&D program three years later. Again it worked with different types of students in different parts of the country, and BARR received a \u003ca href=\"https://www.air.org/resource/report/building-assets-and-reducing-risks-barr-i3-scale-evaluation\">\u003cspan class=\"s2\">third grant\u003c/span>\u003c/a> to scale it up across the nation in 2017. Now BARR is in more than \u003ca href=\"https://www.prnewswire.com/news-releases/minnesota-schools-awarded-funding-to-implement-evidence-based-barr-system-301955641.html\">\u003cspan class=\"s2\">300 schools\u003c/span>\u003c/a>, and Maine is adopting it statewide.\u003c/p>\n\u003cp class=\"p7\">Some ideas that were proven to work in the short term didn’t yield long-term benefits or backfired completely. One example is Reading Recovery, a tutoring program for struggling readers in first grade that costs $10,000 per student and was a recipient of one of these grants. A randomized control trial that began in 2011 produced a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373718764828\">\u003cspan class=\"s2\">giant boost in reading achievement for first graders\u003c/span>\u003c/a>. However, three years later, Reading Recovery students subsequently fell behind and by \u003ca href=\"https://www.apmreports.org/story/2022/04/23/reading-recovery-negative-impact-on-children\">\u003cspan class=\"s2\">fourth grade were far worse readers\u003c/span>\u003c/a> than similar students who hadn’t had the tutoring, according to a \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/19345747.2023.2209092\">\u003cspan class=\"s2\">follow-up study\u003c/span>\u003c/a>. The tutoring seemed to harm them.\u003c/p>\n\u003cp class=\"p7\">It can be hard to understand these contradictions. Henry May, an associate professor at the University of Delaware who conducted both the short-term and long-term Reading Recovery studies, explained that the assessment used in the first grade study was full of simple one-syllable words. The tutoring sessions likely exposed children to these words so many times that the students memorized them. But Reading Recovery hadn’t taught the phonics necessary to read more complex words in later grades, May said. Reading Recovery disputes the long-term study results, pointing out that three-fourths of the study participants had departed so data was collected for only 25% of them. A spokesperson for the nonprofit organization also says it does teach phonics in its tutoring program.\u003c/p>\n\u003cp class=\"p7\">I asked Abt’s Goodson to summarize the lessons learned from the federal program:\u003c/p>\n\u003cul class=\"ul1\">\n\u003cli class=\"li10\">\u003cstrong>More students.\u003c/strong> It might seem like common sense to try a new idea on only a small group of students at first, but the Department of Education learned over time that it needed to increase the number of students in order to produce statistically significant results. There are two reasons that a study can end with a null result. One is because the intervention didn’t work, but it can also be a methodological quirk. When the achievement benefits are small, you need a large number of students to be sure that the result wasn’t a fluke. There were too many fluke signals in these evaluation studies. Over the years, sample sizes were increased even for ideas that were in the early development stage.\u003c/li>\n\u003cli class=\"li10\">\u003cstrong>Implementation.\u003c/strong> Goodson still believes in the importance of randomized control trials to create credible evidence for what works, but she says one of the big lessons is that these trials alone are not enough. \u003cspan class=\"s2\">Documenting and studying the implementation\u003c/span> are just as important as evaluating the results, she said. Understanding the barriers in the classroom can help developers tweak programs and make them more effective. They might be too expensive or require too many weeks of teacher training. The disappointing results of the i3 program have helped spawn a new \u003ca href=\"https://ies.ed.gov/ncee/pubs/2023005/pdf/2023005.pdf\">“science of implementation”\u003c/a> to learn more about these obstacles.\u003c/li>\n\u003cli class=\"li11\">\u003cstrong>National scale up.\u003c/strong> Too much money was spent on expanding new ideas to more students across the nation, and some of these ideas ended up not panning out in research evaluations. In the successor program to i3, the scale up grants are much smaller. Instead of using the money to directly implement the intervention nationwide, the funds help innovators make practical adjustments so that it can be replicated. For example, instead of using expensive outside coaches, a program might experiment with training existing teachers at a school to run it.\u003c/li>\n\u003c/ul>\n\u003cp class=\"p7\">Though the original i3 program no longer exists, its successor program, Education Innovation and Research (EIR), continues with the same mission of developing and evaluating new ideas. Currently, it is ramping up funding to deal with the post-pandemic crises of learning loss, mental health and teacher attrition.\u003c/p>\n\u003cp class=\"p12\">\u003cb>Education Innovation and Research (EIR) grants 2017-2023\u003c/b>\u003c/p>\n\u003cp class=\"p6\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63344\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2.png\" alt=\"\" width=\"904\" height=\"402\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2.png 904w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-800x356.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-160x71.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-768x342.png 768w\" sizes=\"(max-width: 904px) 100vw, 904px\">\u003c/p>\n\u003cp class=\"p7\">It’s easy to feel discouraged that the federal government has invested around $3 billion in the last dozen years on educational innovation with so little to show for it. But we are slowly building a \u003ca href=\"https://ies.ed.gov/ncee/wwc/\">\u003cspan class=\"s2\">good evidence database\u003c/span>\u003c/a> of some things that do work – ideas that are not just based on gut instincts and whim, but are scientifically proven with a relatively small investment compared to what the government spends on research in other areas. By contrast, \u003ca href=\"https://crsreports.congress.gov/product/pdf/R/R47564\">\u003cspan class=\"s2\">defense research gets over $90 billion a year. Health research receives nearly $50 billion\u003c/span>\u003c/a>. I wonder how much further we might be in helping students become proficient in reading and math if we invested even a little bit more.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-only-a-quarter-of-federally-funded-education-innovations-benefited-students-report-says/\">\u003cspan class=\"s2\">\u003ci>education R&D\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"$1.4 billion given out in the Investing in Innovation program yielded disappointing results.","status":"publish","parent":0,"modified":1710520992,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1385},"headData":{"title":"Only a quarter of federally funded education innovations benefited students, report says | KQED","description":"$1.4 billion given out in the Investing in Innovation program yielded disappointing results.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"$1.4 billion given out in the Investing in Innovation program yielded disappointing results."},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63341/only-a-quarter-of-federally-funded-education-innovations-benefited-students-report-says","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p7\">Education journalism is chock full of stories touting some brand new idea that could fix schools. Artificial intelligence is the current obsession. Philanthropic funders often say they want to see fewer stories about problems and more stories about solutions. But the truth is that lifting student achievement is really hard, and the vast majority of innovations don’t end up working.\u003c/p>\n\u003cp class=\"p7\">A \u003ca href=\"https://ies.ed.gov/ncee/pubs/2024002/\">\u003cspan class=\"s2\">February 2024 report\u003c/span>\u003c/a> about a research-and-development program inside the Department of Education makes this truth crystal clear. The failure rate was 74%. Under this program, called Investing in Innovation or i3, the federal government gave out $1.4 billion between 2010 and 2016 to education nonprofits and researchers for the purpose of developing and testing new ideas in the classroom. But only 26% of the innovations yielded \u003ci>any\u003c/i> positive benefits for students and no negative harms, according to the program’s final report.\u003c/p>\n\u003cp class=\"p7\">Most of the 172 grants tested ideas about improving instruction or turning around low-performing schools. Almost 150 of them reported results with more than 20 still unfinished. Of the completed ones, a quarter of the innovations hadn’t been properly tested. Doing rigorous research isn’t easy; you need to set up a group of comparison students who don’t get the intervention and track everyone’s progress. Of the 112 properly evaluated grants, the most common result was a null finding, meaning that the intervention didn’t make a difference. Only a small handful left students worse off. The results for each program are hidden in pages 55 through 64 of a separate \u003ca href=\"https://ies.ed.gov/ncee/pubs/2024002/pdf/2024002_appendices.pdf\">\u003cspan class=\"s2\">appendices document\u003c/span>\u003c/a>, but I have created a \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/03/Appendix-results.pdf\">\u003cspan class=\"s2\">pdf of them\u003c/span>\u003c/a> for you.\u003c/p>\n\u003cp class=\"p7\">The low success rate for new ideas is “psychologically disappointing,” said Barbara Goodson, lead author of the report and an expert in educational research at the consulting firm Abt Global. “You would hope that all this [innovation] would pan out for students and that we would know better how to make education.”\u003c/p>\n\u003cp class=\"p8\">\u003cb>A 26% success rate\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63343\" class=\"wp-caption aligncenter\" style=\"max-width: 716px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63343\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3.png\" alt=\"\" width=\"716\" height=\"822\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3.png 716w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-160x184.png 160w\" sizes=\"(max-width: 716px) 100vw, 716px\">\u003cfigcaption class=\"wp-caption-text\">Twenty-six percent of i3 evaluations found at least one positive effect and no negative effects on student academic outcomes (39 grants). WWC refers to the What Works Clearinghouse, a library of evidence-based teaching practices. \u003ccite>(IES, February 2024)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">The original ideas all showed promise and outside reviewers rated applications. But when you try new things and put them to a rigorous test in real classrooms, human behavior and students achievement are influenced by so many things that you cannot control, from struggles at home and poverty to health issues and psychological stress. And it can be difficult to generate downstream results for students on a year-end achievement test when an intervention is targeting something else, such parent engagement.\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 class=\"p7\">Some innovations did work well. \u003ca href=\"https://hechingerreport.org/a-little-known-program-has-lifted-9th-grade-performance-in-virtually-every-type-of-school/\">\u003cspan class=\"s2\">Building Assets, Reducing Risks\u003c/span>\u003c/a> (BARR) is the poster child for what this grant program had hoped to produce. The idea was an early warning system that detects when children are starting to stumble at school. Teachers, administrators or counselors intervene in this early stage and build relationships with students to get them back on track. It received a seed grant to develop the idea and implement it in schools. The results were good enough for BARR to receive a bigger federal grant from this R&D program three years later. Again it worked with different types of students in different parts of the country, and BARR received a \u003ca href=\"https://www.air.org/resource/report/building-assets-and-reducing-risks-barr-i3-scale-evaluation\">\u003cspan class=\"s2\">third grant\u003c/span>\u003c/a> to scale it up across the nation in 2017. Now BARR is in more than \u003ca href=\"https://www.prnewswire.com/news-releases/minnesota-schools-awarded-funding-to-implement-evidence-based-barr-system-301955641.html\">\u003cspan class=\"s2\">300 schools\u003c/span>\u003c/a>, and Maine is adopting it statewide.\u003c/p>\n\u003cp class=\"p7\">Some ideas that were proven to work in the short term didn’t yield long-term benefits or backfired completely. One example is Reading Recovery, a tutoring program for struggling readers in first grade that costs $10,000 per student and was a recipient of one of these grants. A randomized control trial that began in 2011 produced a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373718764828\">\u003cspan class=\"s2\">giant boost in reading achievement for first graders\u003c/span>\u003c/a>. However, three years later, Reading Recovery students subsequently fell behind and by \u003ca href=\"https://www.apmreports.org/story/2022/04/23/reading-recovery-negative-impact-on-children\">\u003cspan class=\"s2\">fourth grade were far worse readers\u003c/span>\u003c/a> than similar students who hadn’t had the tutoring, according to a \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/19345747.2023.2209092\">\u003cspan class=\"s2\">follow-up study\u003c/span>\u003c/a>. The tutoring seemed to harm them.\u003c/p>\n\u003cp class=\"p7\">It can be hard to understand these contradictions. Henry May, an associate professor at the University of Delaware who conducted both the short-term and long-term Reading Recovery studies, explained that the assessment used in the first grade study was full of simple one-syllable words. The tutoring sessions likely exposed children to these words so many times that the students memorized them. But Reading Recovery hadn’t taught the phonics necessary to read more complex words in later grades, May said. Reading Recovery disputes the long-term study results, pointing out that three-fourths of the study participants had departed so data was collected for only 25% of them. A spokesperson for the nonprofit organization also says it does teach phonics in its tutoring program.\u003c/p>\n\u003cp class=\"p7\">I asked Abt’s Goodson to summarize the lessons learned from the federal program:\u003c/p>\n\u003cul class=\"ul1\">\n\u003cli class=\"li10\">\u003cstrong>More students.\u003c/strong> It might seem like common sense to try a new idea on only a small group of students at first, but the Department of Education learned over time that it needed to increase the number of students in order to produce statistically significant results. There are two reasons that a study can end with a null result. One is because the intervention didn’t work, but it can also be a methodological quirk. When the achievement benefits are small, you need a large number of students to be sure that the result wasn’t a fluke. There were too many fluke signals in these evaluation studies. Over the years, sample sizes were increased even for ideas that were in the early development stage.\u003c/li>\n\u003cli class=\"li10\">\u003cstrong>Implementation.\u003c/strong> Goodson still believes in the importance of randomized control trials to create credible evidence for what works, but she says one of the big lessons is that these trials alone are not enough. \u003cspan class=\"s2\">Documenting and studying the implementation\u003c/span> are just as important as evaluating the results, she said. Understanding the barriers in the classroom can help developers tweak programs and make them more effective. They might be too expensive or require too many weeks of teacher training. The disappointing results of the i3 program have helped spawn a new \u003ca href=\"https://ies.ed.gov/ncee/pubs/2023005/pdf/2023005.pdf\">“science of implementation”\u003c/a> to learn more about these obstacles.\u003c/li>\n\u003cli class=\"li11\">\u003cstrong>National scale up.\u003c/strong> Too much money was spent on expanding new ideas to more students across the nation, and some of these ideas ended up not panning out in research evaluations. In the successor program to i3, the scale up grants are much smaller. Instead of using the money to directly implement the intervention nationwide, the funds help innovators make practical adjustments so that it can be replicated. For example, instead of using expensive outside coaches, a program might experiment with training existing teachers at a school to run it.\u003c/li>\n\u003c/ul>\n\u003cp class=\"p7\">Though the original i3 program no longer exists, its successor program, Education Innovation and Research (EIR), continues with the same mission of developing and evaluating new ideas. Currently, it is ramping up funding to deal with the post-pandemic crises of learning loss, mental health and teacher attrition.\u003c/p>\n\u003cp class=\"p12\">\u003cb>Education Innovation and Research (EIR) grants 2017-2023\u003c/b>\u003c/p>\n\u003cp class=\"p6\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63344\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2.png\" alt=\"\" width=\"904\" height=\"402\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2.png 904w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-800x356.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-160x71.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-768x342.png 768w\" sizes=\"(max-width: 904px) 100vw, 904px\">\u003c/p>\n\u003cp class=\"p7\">It’s easy to feel discouraged that the federal government has invested around $3 billion in the last dozen years on educational innovation with so little to show for it. But we are slowly building a \u003ca href=\"https://ies.ed.gov/ncee/wwc/\">\u003cspan class=\"s2\">good evidence database\u003c/span>\u003c/a> of some things that do work – ideas that are not just based on gut instincts and whim, but are scientifically proven with a relatively small investment compared to what the government spends on research in other areas. By contrast, \u003ca href=\"https://crsreports.congress.gov/product/pdf/R/R47564\">\u003cspan class=\"s2\">defense research gets over $90 billion a year. Health research receives nearly $50 billion\u003c/span>\u003c/a>. I wonder how much further we might be in helping students become proficient in reading and math if we invested even a little bit more.\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 class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-only-a-quarter-of-federally-funded-education-innovations-benefited-students-report-says/\">\u003cspan class=\"s2\">\u003ci>education R&D\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63341/only-a-quarter-of-federally-funded-education-innovations-benefited-students-report-says","authors":["byline_mindshift_63341"],"categories":["mindshift_21504","mindshift_21579"],"tags":["mindshift_444","mindshift_550"],"featImg":"mindshift_63345","label":"mindshift"},"mindshift_63315":{"type":"posts","id":"mindshift_63315","meta":{"index":"posts_1591205157","site":"mindshift","id":"63315","score":null,"sort":[1710151256000]},"guestAuthors":[],"slug":"learning-science-might-help-kids-read-better","title":"Learning science might help kids read better","publishDate":1710151256,"format":"standard","headTitle":"Learning science might help kids read better | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">A growing chorus of education researchers, pundits and “science of reading” advocates are calling for young children to be taught more about \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">the world around them\u003c/a>. It’s an indirect way of teaching reading comprehension. The theory is that what we grasp from what we read depends on whether we can hook it to concepts and topics that we already know. Natalie Wexler’s 2019 best-selling book, \u003c/span>\u003cem>\u003ca href=\"https://nataliewexler.com/the-knowledge-gap/\">\u003cspan style=\"font-weight: 400\">The Knowledge Gap\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">, championed \u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">knowledge-building curricula\u003c/a> and more schools around the country, from \u003c/span>\u003ca href=\"https://www.baltimorecp.org/resources/core-knowledge-lessons/\">\u003cspan style=\"font-weight: 400\">Baltimore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/reading-comprehension-hinges-on-building-knowledge-new-curricula-aim-to-help/2024/01\">\u003cspan style=\"font-weight: 400\">Michigan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.libertycommon.org/about/news-and-events/colorado-core-knowledge-network\">\u003cspan style=\"font-weight: 400\">Colorado\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, are adopting these content-filled lesson plans to teach geography, astronomy and even art history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Makers of knowledge-building curricula say their lessons are based on research, but the truth is that there is scant classroom evidence that building knowledge first increases future reading comprehension. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2023, University of Virginia researchers promoted \u003c/span>\u003ca href=\"https://edworkingpapers.com/index.php/ai23-755\">\u003cspan style=\"font-weight: 400\">a study of Colorado charter schools that had adopted E.D. Hirsch’s Core Knowledge curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children who had won lotteries to attend these charter schools had higher reading scores than students who lost the lotteries. But it was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61475/what-the-latest-reading-study-thats-getting-a-lot-of-buzz-says-and-where-its-evidence-falls-short\">\u003cspan style=\"font-weight: 400\">impossible to tell whether the Core Knowledge curriculum itself made the difference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or if the boost to reading scores could be attributed to other things that these charter schools were doing, such as hiring great teachers and training them well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More importantly, the students at these charter schools were largely from middle and upper middle class families. And what we really want to know is whether knowledge building at school helps poorer children, who are less likely to be exposed to the world through travel, live performances and other experiences that money can buy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new study, published online on Feb. 26, 2024, in the peer-reviewed journal Developmental Psychology, now provides stronger causal evidence that \u003c/span>\u003ca href=\"https://psycnet.apa.org/fulltext/2024-55174-001.html\">\u003cspan style=\"font-weight: 400\">building background knowledge can translate into higher reading achievement for low-income children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The study took place in an unnamed, large urban school district in North Carolina where most of the students are Black and Hispanic and 40% are from low-income families.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, a group of researchers, led by James Kim, a professor at Harvard University’s Graduate School of Education, randomly selected 15 of the district’s 30 elementary schools to teach first graders special \u003c/span>\u003ca href=\"https://scholar.harvard.edu/jameskim/pages/research-summary\">\u003cspan style=\"font-weight: 400\">knowledge-building lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for three years, through third grade. Kim, a reading specialist, and other researchers had developed two sets of multi-year lesson plans, one for science and one for social studies. Students were also given related books to read during the summer. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">This research was funded by the Chan Zuckerberg Initiative, which is among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The remaining 15 elementary schools in the district continued to teach their students as usual, still delivering some social studies and science instruction, but not these special lessons. Regular reading class was untouched in the experiment. All 30 schools were using the same reading curriculum, \u003c/span>\u003ca href=\"https://www.edreports.org/reports/overview/el-education-k-5-language-arts-2017\">\u003cspan style=\"font-weight: 400\">Expeditionary Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which follows science of reading principles and teaches phonics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">COVID-19 hit in the middle of the experiment. When schools shut down in the spring of 2020, the researchers scrapped the planned social studies units for second graders. In 2021, students were still not attending school in person. The researchers revised their science curriculum and decided to give an abridged online version to all 30 schools instead of just half. In the end, children in the original 15 schools received one year of social studies lessons and three years of science lessons compared to only one year of science in the comparison group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, approximately 1,000 students who had received the special science and social studies lessons in first and second grades outperformed the 1,000 students who got only the abbreviated online science in third grade. Their reading and math scores on the North Carolina state tests were higher not only in third grade, but also in fourth grade, more than a year after the knowledge-building experiment ended. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t a huge boost to reading achievement, but it was significant and long-lasting. It cost about $400 per student in instructional materials and teacher training.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Timothy Shanahan, a literacy expert and a professor emeritus at the University of Illinois at Chicago who was not involved in this research or the development of these science lessons, praised the study. “The study makes it very clear (as have a few others recently) that it is possible to combine reading with social studies and science curriculum in powerful ways that can improve both literacy and content knowledge,” he said by email. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting background knowledge to reading comprehension is not a new idea. A \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-0663.80.1.16\">\u003cspan style=\"font-weight: 400\">famous 1987 experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> documented that children who were weaker readers but knowledgeable about baseball understood a reading passage about baseball better than children who were stronger readers but didn’t know much about the sport. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously, it’s not realistic for schools to attempt to familiarize students with every topic they might encounter in a book. And there is disagreement among researchers about how general knowledge of the world translates into higher reading performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim thinks that a knowledge-building curriculum doesn’t need to teach many topics. Random facts, he says, are not important. He argues for depth instead of breadth. He says it’s important to construct a thoughtful sequence of lessons over the years, allowing students to see how the same patterns crop up in different ways. He calls these patterns “schemas.” In this experiment, for example, students learned about animal survival in first grade and dinosaur extinction in second grade. In third grade, that evolved into a more general understanding of how living systems function. By the end of third grade, many students were able to see how the idea of functioning systems can apply to inanimate objects, such as skyscrapers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the patterns that can be analogized to new circumstances, Kim explained. Once a student is familiar with the template, a new text on an unfamiliar topic can be easier to grasp.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim and his team also paired the science lessons with clusters of vocabulary words that were likely to come up again in the future – almost like wine pairings with a meal. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The full benefits of this kind of knowledge building didn’t materialize until after several years of coordinated instruction. In the first years, students were only able to transfer their ability to comprehend text on one topic to another if the topics were very similar. This study indicates that as their content knowledge deepened, their ability to generalize increased as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot going on here: a spiraling curriculum that revisits and builds upon themes year after year; an explicit teaching of underlying patterns; new vocabulary words, and a progression from the simple to the complex. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many versions of knowledge-rich curricula and this one isn’t about exposing students to a classical canon. It remains unclear if all knowledge-building curricula work as well. Other programs sometimes replace the main reading class with knowledge-building lessons. This one didn’t tinker with regular reading class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest challenge with the approach used in the North Carolina experiment is that it requires schools to coordinate lessons across grades. That’s hard. Some teachers may want to keep their favorite units on, say, growing a bean plant, and may bristle at the idea of throwing away their old lesson plans.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also worth noting that students’ math scores improved as much as their reading scores did in this North Carolina experiment. It might seem surprising that a literacy intervention would also boost math. But math also requires a lot of reading; the state’s math tests were full of word problems. Any successful effort to boost reading skills is also likely to have positive spillovers into math, researchers explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders are under great pressure to boost test scores. To do that, they’ve often doubled time spent on reading and cut science and social studies classes. Studies like this one suggest that those cuts may have been costly, further undermining reading achievement instead of improving it. As researchers discover more about the science of reading, it may well turn out to be that more time on science itself is what kids need to become good readers.\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-learning-science-might-help-kids-read-better/\">\u003ci>\u003cspan style=\"font-weight: 400\">background knowledge\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A recent study provides stronger causal evidence that building background knowledge can translate into higher reading achievement for low-income children.","status":"publish","parent":0,"modified":1710165675,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1454},"headData":{"title":"Learning science might help kids read better | KQED","description":"A recent study provides stronger causal evidence that building background knowledge can translate into higher reading achievement for low-income children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A recent study provides stronger causal evidence that building background knowledge can translate into higher reading achievement for low-income children."},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63315/learning-science-might-help-kids-read-better","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A growing chorus of education researchers, pundits and “science of reading” advocates are calling for young children to be taught more about \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">the world around them\u003c/a>. It’s an indirect way of teaching reading comprehension. The theory is that what we grasp from what we read depends on whether we can hook it to concepts and topics that we already know. Natalie Wexler’s 2019 best-selling book, \u003c/span>\u003cem>\u003ca href=\"https://nataliewexler.com/the-knowledge-gap/\">\u003cspan style=\"font-weight: 400\">The Knowledge Gap\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">, championed \u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">knowledge-building curricula\u003c/a> and more schools around the country, from \u003c/span>\u003ca href=\"https://www.baltimorecp.org/resources/core-knowledge-lessons/\">\u003cspan style=\"font-weight: 400\">Baltimore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/reading-comprehension-hinges-on-building-knowledge-new-curricula-aim-to-help/2024/01\">\u003cspan style=\"font-weight: 400\">Michigan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.libertycommon.org/about/news-and-events/colorado-core-knowledge-network\">\u003cspan style=\"font-weight: 400\">Colorado\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, are adopting these content-filled lesson plans to teach geography, astronomy and even art history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Makers of knowledge-building curricula say their lessons are based on research, but the truth is that there is scant classroom evidence that building knowledge first increases future reading comprehension. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2023, University of Virginia researchers promoted \u003c/span>\u003ca href=\"https://edworkingpapers.com/index.php/ai23-755\">\u003cspan style=\"font-weight: 400\">a study of Colorado charter schools that had adopted E.D. Hirsch’s Core Knowledge curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children who had won lotteries to attend these charter schools had higher reading scores than students who lost the lotteries. But it was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61475/what-the-latest-reading-study-thats-getting-a-lot-of-buzz-says-and-where-its-evidence-falls-short\">\u003cspan style=\"font-weight: 400\">impossible to tell whether the Core Knowledge curriculum itself made the difference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or if the boost to reading scores could be attributed to other things that these charter schools were doing, such as hiring great teachers and training them well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More importantly, the students at these charter schools were largely from middle and upper middle class families. And what we really want to know is whether knowledge building at school helps poorer children, who are less likely to be exposed to the world through travel, live performances and other experiences that money can buy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new study, published online on Feb. 26, 2024, in the peer-reviewed journal Developmental Psychology, now provides stronger causal evidence that \u003c/span>\u003ca href=\"https://psycnet.apa.org/fulltext/2024-55174-001.html\">\u003cspan style=\"font-weight: 400\">building background knowledge can translate into higher reading achievement for low-income children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The study took place in an unnamed, large urban school district in North Carolina where most of the students are Black and Hispanic and 40% are from low-income families.\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\">In 2019, a group of researchers, led by James Kim, a professor at Harvard University’s Graduate School of Education, randomly selected 15 of the district’s 30 elementary schools to teach first graders special \u003c/span>\u003ca href=\"https://scholar.harvard.edu/jameskim/pages/research-summary\">\u003cspan style=\"font-weight: 400\">knowledge-building lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for three years, through third grade. Kim, a reading specialist, and other researchers had developed two sets of multi-year lesson plans, one for science and one for social studies. Students were also given related books to read during the summer. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">This research was funded by the Chan Zuckerberg Initiative, which is among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The remaining 15 elementary schools in the district continued to teach their students as usual, still delivering some social studies and science instruction, but not these special lessons. Regular reading class was untouched in the experiment. All 30 schools were using the same reading curriculum, \u003c/span>\u003ca href=\"https://www.edreports.org/reports/overview/el-education-k-5-language-arts-2017\">\u003cspan style=\"font-weight: 400\">Expeditionary Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which follows science of reading principles and teaches phonics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">COVID-19 hit in the middle of the experiment. When schools shut down in the spring of 2020, the researchers scrapped the planned social studies units for second graders. In 2021, students were still not attending school in person. The researchers revised their science curriculum and decided to give an abridged online version to all 30 schools instead of just half. In the end, children in the original 15 schools received one year of social studies lessons and three years of science lessons compared to only one year of science in the comparison group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, approximately 1,000 students who had received the special science and social studies lessons in first and second grades outperformed the 1,000 students who got only the abbreviated online science in third grade. Their reading and math scores on the North Carolina state tests were higher not only in third grade, but also in fourth grade, more than a year after the knowledge-building experiment ended. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t a huge boost to reading achievement, but it was significant and long-lasting. It cost about $400 per student in instructional materials and teacher training.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Timothy Shanahan, a literacy expert and a professor emeritus at the University of Illinois at Chicago who was not involved in this research or the development of these science lessons, praised the study. “The study makes it very clear (as have a few others recently) that it is possible to combine reading with social studies and science curriculum in powerful ways that can improve both literacy and content knowledge,” he said by email. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting background knowledge to reading comprehension is not a new idea. A \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-0663.80.1.16\">\u003cspan style=\"font-weight: 400\">famous 1987 experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> documented that children who were weaker readers but knowledgeable about baseball understood a reading passage about baseball better than children who were stronger readers but didn’t know much about the sport. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously, it’s not realistic for schools to attempt to familiarize students with every topic they might encounter in a book. And there is disagreement among researchers about how general knowledge of the world translates into higher reading performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim thinks that a knowledge-building curriculum doesn’t need to teach many topics. Random facts, he says, are not important. He argues for depth instead of breadth. He says it’s important to construct a thoughtful sequence of lessons over the years, allowing students to see how the same patterns crop up in different ways. He calls these patterns “schemas.” In this experiment, for example, students learned about animal survival in first grade and dinosaur extinction in second grade. In third grade, that evolved into a more general understanding of how living systems function. By the end of third grade, many students were able to see how the idea of functioning systems can apply to inanimate objects, such as skyscrapers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the patterns that can be analogized to new circumstances, Kim explained. Once a student is familiar with the template, a new text on an unfamiliar topic can be easier to grasp.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim and his team also paired the science lessons with clusters of vocabulary words that were likely to come up again in the future – almost like wine pairings with a meal. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The full benefits of this kind of knowledge building didn’t materialize until after several years of coordinated instruction. In the first years, students were only able to transfer their ability to comprehend text on one topic to another if the topics were very similar. This study indicates that as their content knowledge deepened, their ability to generalize increased as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot going on here: a spiraling curriculum that revisits and builds upon themes year after year; an explicit teaching of underlying patterns; new vocabulary words, and a progression from the simple to the complex. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many versions of knowledge-rich curricula and this one isn’t about exposing students to a classical canon. It remains unclear if all knowledge-building curricula work as well. Other programs sometimes replace the main reading class with knowledge-building lessons. This one didn’t tinker with regular reading class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest challenge with the approach used in the North Carolina experiment is that it requires schools to coordinate lessons across grades. That’s hard. Some teachers may want to keep their favorite units on, say, growing a bean plant, and may bristle at the idea of throwing away their old lesson plans.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also worth noting that students’ math scores improved as much as their reading scores did in this North Carolina experiment. It might seem surprising that a literacy intervention would also boost math. But math also requires a lot of reading; the state’s math tests were full of word problems. Any successful effort to boost reading skills is also likely to have positive spillovers into math, researchers explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders are under great pressure to boost test scores. To do that, they’ve often doubled time spent on reading and cut science and social studies classes. Studies like this one suggest that those cuts may have been costly, further undermining reading achievement instead of improving it. As researchers discover more about the science of reading, it may well turn out to be that more time on science itself is what kids need to become good readers.\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-learning-science-might-help-kids-read-better/\">\u003ci>\u003cspan style=\"font-weight: 400\">background knowledge\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63315/learning-science-might-help-kids-read-better","authors":["byline_mindshift_63315"],"categories":["mindshift_21504","mindshift_193"],"tags":["mindshift_21292","mindshift_444","mindshift_550","mindshift_20713","mindshift_21616","mindshift_20615","mindshift_47"],"featImg":"mindshift_63317","label":"mindshift"},"mindshift_63241":{"type":"posts","id":"mindshift_63241","meta":{"index":"posts_1591205157","site":"mindshift","id":"63241","score":null,"sort":[1708945251000]},"guestAuthors":[],"slug":"as-schools-embrace-the-science-of-reading-researchers-are-criticizing-an-overemphasis-on-auditory-skills","title":"As schools embrace the science of reading, researchers are criticizing an overemphasis on auditory skills","publishDate":1708945251,"format":"audio","headTitle":"As schools embrace the science of reading, researchers are criticizing an overemphasis on auditory skills | KQED","labelTerm":{"site":"mindshift"},"content":"\u003ch2>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/h2>\n\u003cp>Educators around the country have embraced the “science of reading” in their classrooms, but that doesn’t mean there’s a truce in the reading wars. In fact, controversies are emerging about an important but less understood aspect of learning to read: phonemic awareness.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">That’s the technical name for showing children how to break down words into their component letter sounds and then fuse the sounds together. In a phonemic awareness lesson, a teacher might ask how many sounds are in the word cat. The answer is three: “k,” “a,” and “t.” Then the class blends the sounds back into the familiar sounding word: from “kuh-aah-tuh” to “kat.” The 26 letters of the English alphabet produce \u003c/span>\u003ca href=\"https://www.readingrockets.org/sites/default/files/migrated/the-44-phonemes-of-english.pdf\">\u003cspan style=\"font-weight: 400;\">44 phonemes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which include unique sounds made from combinations of letters, such as “ch” and “oo.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Many schools have purchased scripted oral phonemic awareness lessons that do not include the visual display of letters. The oral lessons are popular because they are easy to teach and fun for students. And that’s the source of the current debate. Should kids in kindergarten or first grade be spending so much time on sounds without understanding how those sounds correspond to letters? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A \u003c/span>\u003ca href=\"https://www.tandfonline.com/eprint/AN2XIWFWJ3YZDJ3SIFPZ/full?target=10.1080/10888438.2024.2309386\">\u003cspan style=\"font-weight: 400;\">new meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> confirms that the answer is no. In January 2024, five researchers from Texas A&M University published their findings online in the journal Scientific Studies of Reading. They found that struggling readers, ages 4 to 6, no longer benefited after 10.2 hours of auditory instruction in small group or tutoring sessions, but continued to make progress if visual displays of the letters were combined with the sounds. That means that instead of just asking students to repeat sounds, a teacher might hold up cards with the letters C, A and T printed on them as students isolate and blend the sounds.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Meta-analyses sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. This newest 2024 synthesis follows three previous meta-analyses on phonemic awareness in the past 25 years. While there are sometimes shortcomings in the underlying studies, the conclusions from all the phonemic meta-analyses appear to be pointing in the same direction. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\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=KQINC3050981118&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“If you teach phonemic awareness, students will learn phonemic awareness,” which isn’t the goal, said \u003c/span>\u003ca href=\"https://understandingreading.home.blog/\">\u003cspan style=\"font-weight: 400;\">Tiffany Peltier\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a learning scientist who consults on literacy training for teachers at NWEA, an assessment company. “If you teach blending and segmenting using letters, students are learning to read and spell.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Phonemic awareness has a complicated history. In the 1970s, researchers discovered that good readers also had a good \u003c/span>\u003ca href=\"https://www.jstor.org/stable/23769540\">\u003cspan style=\"font-weight: 400;\">sense of the sounds that constitute words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. This sound awareness helps students map the written alphabet to the sounds, an important step in learning to read and write. Researchers proved that these auditory skills could be taught and early studies showed that they could be taught as a \u003c/span>\u003ca href=\"https://www.jstor.org/stable/748042\">\u003cspan style=\"font-weight: 400;\">purely oral exercise without letters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But science evolved. In 2000, the National Reading Panel outlined the five pillars of evidence-based reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension. This has come to be known as the science of reading. By then, more studies on phonemic awareness had been conducted and oral lessons alone were not as successful. The reading panel’s meta-analysis of \u003c/span>\u003ca href=\"https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf\">\u003cspan style=\"font-weight: 400;\">52 studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> showed that phonemic awareness instruction was almost twice as effective when letters were presented along with the sounds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Many schools ignored the reading panel’s recommendations and chose different approaches that didn’t systematically teach phonics or phonemic awareness. But as the science of reading grew in popularity in the past decade, phonemic awareness lessons also exploded. Teacher training programs in the science of reading emphasized the \u003c/span>\u003cspan style=\"font-weight: 400;\">importance of phonemic awareness\u003c/span>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003ca href=\"https://heggerty.org/curriculum/?utm_term=heggerty&utm_campaign=(D)+Branded+-+Search+(CORE)&utm_source=adwords&utm_medium=ppc&hsa_acc=8080130874&hsa_cam=10845962543&hsa_grp=105585801103&hsa_ad=473028550698&hsa_src=g&hsa_tgt=kwd-315916039120&hsa_kw=heggerty&hsa_mt=e&hsa_net=adwords&hsa_ver=3&gad_source=1&gclid=CjwKCAiA_tuuBhAUEiwAvxkgTrb7QXk6Q-sfzjdjbXZ0Slz4rS0CvAY10pE_vHsD2ggQe_OxB4Z-gxoCtAUQAvD_BwE\">\u003cspan style=\"font-weight: 400;\">Companies sold phonemic programs to schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and told teachers to teach it every day. Many of these lessons were auditory, including chants and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=UDSGFUhCxjI\">\u003cspan style=\"font-weight: 400;\">songs without letters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Researchers worried that educators were overemphasizing auditory training. A 2021 article, “\u003c/span>\u003ca href=\"https://osf.io/preprints/psyarxiv/ajxbv\">\u003cspan style=\"font-weight: 400;\">They Say You Can Do Phonemic Awareness Instruction ‘In the Dark’, But Should You?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">” by nine prominent reading researchers criticized how phonemic awareness was being taught in schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Twenty years after the reading panel’s report, a \u003c/span>\u003ca href=\"https://pubs.asha.org/doi/10.1044/2022_LSHSS-21-00160\">\u003cspan style=\"font-weight: 400;\">second meta-analysis came out in 2022\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> with even fresher studies but arrived at the same conclusion. Researchers from Baylor University analyzed over 130 studies and found twice the benefits for phonemic awareness when it was taught with letters. A \u003c/span>\u003ca href=\"https://www.triplesr.org/sites/default/files/uploads/draft_program_6-18-2022.pdf\">\u003cspan style=\"font-weight: 400;\">third meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> was presented at a poster session of the 2022 annual meeting of the Society for the Scientific Study of Reading. It also found that instruction was more effective when sounds and letters were combined.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On the surface, adding letters to sounds might seem identical to teaching phonics. But some reading experts say phonemic awareness with letters still emphasizes the auditory skills of segmenting words into sounds and blending the sounds together. The visual display of the letter is almost like a subliminal teaching of phonics without explicitly saying, “This alphabetic symbol ‘a’ makes the sound ‘ah’.” Others explain that there isn’t a bright line between phonemic awareness and phonics and they can be taught in tandem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The authors of the latest 2024 meta-analysis had hoped to give teachers more guidance on how much classroom time to invest on phonemic awareness. But unfortunately, the classroom studies they found didn’t keep track of the minutes. The researchers were left with only 16 high-quality studies, all of which were interventions with struggling students. These were small group or individual tutoring sessions on top of whatever phonemic awareness lessons children may also have been receiving in their regular classrooms, which was not documented. So it’s impossible to say from this meta-analysis exactly how much sound training students need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The lead author of the 2024 meta-analysis, Florina Erbeli, an education psychologist at Texas A&M, said that the 10.2 hours number in her paper isn’t a “magic number.” It’s just an average of the results of the 16 studies that met her criteria for being included in the meta-analysis. The right amount of phonemic awareness might be more or less, depending on the child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Erbeli said the bigger point for teachers to understand is that there are diminishing returns to auditory-only instruction and that students learn much more when auditory skills are combined with visible letters.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">I corresponded with Heggerty, the market leader in phonemic awareness lessons, which says its programs are in 70% of U.S. school districts. The company acknowledged that the science of reading has evolved, and that’s why it revised its phonemic awareness program in 2022 to incorporate letters and introduced a new program in 2023 to pair it with phonics. The company says it is working with outside researchers to keep improving the instructional materials it sells to schools. Because many schools cannot afford to buy a new instructional program, Heggerty says it also explains how teachers can modify older auditory lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The company still recommends that teachers spend eight to 12 minutes a day on phonemic awareness through the end of first grade. This recommendation contrasts with the advice of many reading researchers who say the average kid doesn’t need this much. Many researchers say that phonemic awareness continues to develop automatically as the child’s reading skills improve without advanced auditory training. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">NWEA literacy consultant Peltier, whom I quoted earlier, suggests that phonemic awareness can be tapered off by the fall of first grade. More phonemic awareness isn’t necessarily harmful, but there’s only so much instructional time in the day. She thinks that precious minutes currently devoted to oral phonemic awareness could be better spent on phonics, building vocabulary and content knowledge through reading books aloud, classroom discussions and writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Another developer of a \u003c/span>\u003ca href=\"https://www.equippedforreadingsuccess.com/\">\u003cspan style=\"font-weight: 400;\">phonemic awareness program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> aimed at older, struggling readers is David Kilpatrick, professor emeritus at the State University of New York at Cortland. He told me that five minutes a day might be enough for the average student in a classroom, but some struggling students need a lot more. Kilpatrick disagrees with the conclusions of the meta-analyses because they lump different types of students together. He says severely dyslexic students need more auditory training. He explained that extra time is needed for advanced auditory work that helps these students build long-term memories, he said, and the meta-analyses didn’t measure that outcome.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Another reading expert, Susan Brady, professor emerita at the University of Rhode Island, concurs that some of the more advanced manipulations can help some students. Moving a sound in and out of a word can heighten awareness of a consonant cluster, such as taking the “l” out of the word “plant” to get “pant,” and then inserting it back in again.* But she says this kind of sound substitution should only be done with visible letters. Doing all the sound manipulations in your head is too taxing for young children, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Brady’s concern is the misunderstanding that teachers need to teach all the phonemes before moving on to phonics. It’s not a precursor or a prerequisite to reading and writing, she says. Instead, sound training should be taught at the same time as new groups of letters are introduced. “The letters reinforce the phoneme awareness and the phoneme awareness reinforces the letters,” said Brady, speaking at a 2022 teacher training session. She said that researchers and teacher trainers need to help educators shift to integrating letters into their early reading instruction. “It’s going to take a while to penetrate the belief system that’s out there,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">I once thought that the reading wars were about whether to teach phonics. But there are fierce debates even among those who support a phonics-heavy science of reading. I’ve come to understand that the research hasn’t yet answered all our questions about the best way to teach all the steps. Schools might be over-teaching phonemic awareness. And children with dyslexia might need more than other children. More importantly, the science of reading is the same as any other scientific inquiry. Every new answer may also raise new questions as we get closer to the truth. \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=KQINC3050981118&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400;\">This story about\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-controversies-within-the-science-of-reading/\">\u003ci>\u003cspan style=\"font-weight: 400;\">phonemic awareness\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400;\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400;\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cem>*Clarification: An earlier version of this story suggested a different example of removing the “r” sound from “first,” but “r” is not an independent phoneme in this word. So a teacher would be unlikely to ask a student to do this particular sound manipulation.\u003c/em>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Welcome to MindShift where we explore the future of learning and how we raise our kids. I’m Ki Sung.\u003c/p>\n\u003cp>Today we’re going to talk about a really important skill that’s at the root of learning how to read, phonemic awareness. How it’s taught in schools is hotly debated and reading is something too many students and adults still struggle with.\u003c/p>\n\u003cp>Our guest is education journalist Jill Barshay of the Hechinger Report. She has a weekly column about education research called “Proof Points.” She’s here to discuss her latest piece about phonemic awareness. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill Barshay I’m so glad you’re here.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> It’s a pleasure to be here.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Your article about phonemic awareness is the most viewed on MindShift right now.\u003c/p>\n\u003cp>So clearly, there’s a lot of interest in this topic.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Really?! [laughs]\u003cbr>\n\u003cstrong>\u003cbr>\nKi Sung:\u003c/strong> I mean, literally tens of thousands of people are reading about phonemic awareness right now.\u003c/p>\n\u003cp>I’d like to start by asking you to establish a glossary of terms related to learning how to read. Three terms I’d like for you to explain very simply are phonics, phonemes and phonemic awareness. And on phonemes, can you also spell the word out for us?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Sure, phone name, phoneme phoneme.\u003cbr>\nSo it’s sort of like the word phone with em at the end.\u003cbr>\nAnd what that is, I had a hard time grasping it for many years. It’s sort of sound awareness that you understand the sounds that words are made up of. So, for example, in the word cat, there are three phonemes and they are Cuh, aa, tuh. Phonics is about the letters that we see and what sounds they make. So when you see the circle shape that you know, that’s an O and that it makes the o sound like, as in pot.\u003c/p>\n\u003cp>Now, phonemic awareness is this awareness that words are made up of sounds. So just like I did cat before, that would be a segmenting or isolating skill cuh, aa , tuh. And then another phonemic awareness skill would be blending them back together, going from cuh aa, tuh to cat.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> There are also some other fancy schmancy phonemic awareness skills, but maybe we’ll talk about those later.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I appreciate how you said it took you some time to understand these because it took me some time to understand this too because it is so complex.And maybe that speaks to the fact that there are more phonemes than there are letters in the alphabet. And that makes learning how to teach kids how to read all the more challenging.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Right, I just learned in reporting this story that while there are 26 letters to the English alphabet, there are 44 phonemes.\u003c/p>\n\u003cp>So every letter has a sound like, R is err, but IR is its own phoneme and CH makes the chuh sound that’s a phone name, OO, oooh, that’s a phoneme.\u003c/p>\n\u003cp>And so yes, there’s more.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> So, what did you learn about how phonemic awareness is being taught in schools, especially for kids, age 4 to 6?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I had become aware from a bunch of reading researchers and also reading advocates that schools were embracing phonemic awareness lessons with the whole rise of the science of reading. And they’re spending many, many minutes in kindergarten and first grade, especially, with all kinds of oral exercises. There are songs that they can do to segment and blend the sounds. And there was a concern that maybe schools are going a little bit overboard with phonemic awareness. Maybe students don’t need so much.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Can you explain what educators’ understanding of phonemic awareness was? Was it just auditory or was it also how it connects to the visual experience of reading?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> My understanding is that many teachers were trained that there are two separate things to teach kids. One is phonemic awareness and another thing is phonics and in many teacher training sessions, they were saying this is auditory, an oral only skill and you don’t need letters to teach it.\u003c/p>\n\u003cp>And one of the leading vendors of phonemic awareness lessons was encouraging teachers to teach it as an auditory only lesson. And the instructional materials were largely auditory until very recently.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what problem does that introduce when it’s just auditory?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> In my research, I learned that when phonemic awareness was first being talked about by education or reading experts, they first thought that it could be taught as an oral only exercise.\u003c/p>\n\u003cp>And so there were experiments in the 1970’s showing that students who were explicitly taught phonemic awareness became better readers just through these kind of songs and chants.\u003c/p>\n\u003cp>But then more and more researchers started to do studies in it. And by 2000, one of the first meta analysis, this is a kind of study where you sweep up lots of studies together and you use statistics to say where the evidence lies, Already over 20 years ago, they said it was much more effective if you combine these phonemic awareness exercises like Cuh aah tuh Cat, with visible displays of the letters.\u003c/p>\n\u003cp>So like a teacher could hold up a card or write it on the chalkboard and then the students would see the letters as they say the sounds and become aware of the sounds in their brains.\u003c/p>\n\u003cp>But what was funny was how even as this research was building and building, many schools weren’t teaching much phonemic awareness at all or phonics, phonics again, is putting the sounds to the visible letters.\u003c/p>\n\u003cp>And many, many schools around the country were ignoring this and using different methods to teach reading, things that you may have heard of like balanced literacy or the reader’s workshop, reading recovery. And those were methods that didn’t emphasize phonemic awareness or phonics.\u003c/p>\n\u003cp>Then more recently, like in the last five years, the science of reading has really gained traction around the country and schools have been really embracing phonemic awareness and that’s where the concern came, that maybe they’re doing too much of it without the letters while all this research is showing, dating back to the year 2000, that if you do phonemic awareness with the letters, it’s much more effective.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what was the connection you found or maybe the advice around how much time to spend on phonemic awareness?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Well, that was the study that really caught my attention. Just earlier this year, a group of researchers from Texas A&M University, they were really trying to like nail down the dosage.\u003cbr>\nLike how many minutes of this stuff do the kids really need? Is it two? Is it five, is it 10?\u003c/p>\n\u003cp>And they collected all the studies that they could find that measured the minutes and they were so frustrated because none of the classroom studies documented the minutes well. And instead they were just left with 16 studies that looked at the amount of time that struggling kids were spending on phonemic awareness in extra sessions.\u003c/p>\n\u003cp>So these might be like a special small group session for a child who’s at risk of dyslexia or a 1 to 1 tutoring session and there they measured the minutes and what they noticed was after 10 hours, phonemic awareness, the auditory only phonemic awareness topped out. Kids weren’t benefiting at all anymore after 10 hours of it.\u003c/p>\n\u003cp>But if the tutors or the small group teachers, if they combined it with letters, the kids kept getting better and better and better. And so it showed the researchers that if you combine phonemic awareness with the display of the letters, it’s so much more effective.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> So it sounds like just the auditory lessons for this sample, 10 hours was fine, though like even just settling on that number is questionable because of the data the researchers have to work with.\u003cbr>\nOverall, the takeaway is connect the sound with the visual letters.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Right. What they found is phonemic awareness, oral only can be effective in say a small dose or a medium dose of it, 10 hours, right? But if you want to keep children learning and if you want them to keep improving, that it needs to be connected with the letters after a certain amount of time.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> You’ve explained a lot about phonemic awareness and we’ve talked about 4 to 6 year olds. But what, I guess there are also advanced phonemic awareness techniques that we should also be aware of.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> This is where I thought I had went really deep down the rabbit hole. I couldn’t believe advanced phonemic awareness.\u003c/p>\n\u003cp>So in addition to the segmenting cuh aa tuh and blending cat that I discussed before, there are all these other manipulations like you could subtract a sound.\u003c/p>\n\u003cp>So instead of plant, you get pant and then you can add a sound. Let’s say you can add L back into pant and make it plant. Then there are substitutions. So you can take mat and, and substitute the M with a P and make it pat. And can you imagine doing all these in your head? They’re really hard. And so it, it actually takes many…That’s one of the reasons that so much class time is being spent on these advanced phonemic awareness skills.\u003c/p>\n\u003cp>And what the research literature shows is that the two very simple ones of segmenting and blending, they give you the biggest benefits and some experts say just focus on those and just do them as a quick warm up exercise.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> But there are other people, particularly experts in helping children with dyslexia that say no, these really, these advanced phonemic awareness skills can be really helpful in building long term memories.\u003c/p>\n\u003cp>And others have said to me, you know, it can really heighten awareness of a consonant cluster like the difference between Puh and Pula. But they say really these are very complicated exercises, they should only be done with letters, not as oral, only exercises and probably best for struggling students in you know, maybe a pull out session or a tutoring session.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I hear a lot about the term phonological awareness. I know we’re adding a lot of we’re adding another term to our glossary list. But can you explain what phonological awareness is and its role in learning how to read?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I was really confused about this. And I personally used to use phonological awareness and phonemic awareness interchangeably. And in researching this story, I learned that they’re separate and that phonemic awareness is really the important ingredient in learning to read. And that this phonological awareness is not as important.\u003c/p>\n\u003cp>Phonological awareness is a much broader category that includes not just the sounds that letters and clusters of letters make, but also syllables like pantry that you would clap [claps] pan-try 1, 2 or rhymes like flight, night, sight.\u003c/p>\n\u003cp>And there are probably zillions, more of these various sound exercises that are really disconnected from the letters and the sounds that they make. And the researchers are very concerned that teachers who have embraced the science of reading have been told to do too much of these broader phonological awareness exercises that are, you know, great for a poetry unit but not essential building blocks to read.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I want to ask you about curriculum because at the root of a lot of these issues, you know, you can maybe even call them mistakes, is curriculum. And ultimately teachers have to go along with the curriculum, the district purchases and sometimes it’s not up to date or not correct or not caught up with the latest research. So what can teachers do when they come across curriculum that goes against what they know works with students?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I am not an expert in teaching and I don’t feel like my role is to give advice.\u003c/p>\n\u003cp>But what I can say is that the leading purveyor of phonemic awareness lessons and curriculum, if you, you can call it, it’s called Haggerty and they themselves responded to the science and in 2022 they added letters to their phonemic awareness lessons. And then in 2023 they added a a phonics approach to show how to combine phonemic awareness and phonics together in the classroom.\u003c/p>\n\u003cp>There, there’s a misunderstanding, that a lot of teachers have, that you need to teach phonemic awareness first and students need to master it first before you move on to phonics. And the reading researchers, I talked to say, no, you kind of do them in tandem, like you can have a group of letters and simultaneously be teaching the phonemic awareness with them and the phonics with them and then move on to another group of letters. And you just, you keep teaching both together.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> And so I was impressed that this leading seller of phonemic awareness programs has, has moved on and is now combining it with letters and also with phonics and it says for, it knows that many teachers in many schools cannot afford to buy brand new lesson plans and curriculum. And it says that it offers ideas on how teachers can modify their old books and their old printed lessons, and to do things better.\u003c/p>\n\u003cp>I don’t know if that’s a good answer.I mean, it’s probably hard to do these modifications on the fly. And as a journalist from the outside it seems like if, like, when a company says our products not working well and they recall it and they, they put out a new product, they should probably, like, just give you the new product, I’m thinking.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what have you heard from people, you know, especially on social media or maybe they’re reaching out to you by email, like what have people been telling you about your reporting?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I’ve seen two reactions to it. One is people are grateful that the science of reading isn’t a cult and that just because someone says you need a lot of phonemic awareness in order to do the science of reading, right, that isn’t necessarily correct. You have to look at what the studies actually say and also the science evolved. So we, we have more meta analysis now, more syntheses of the research confirming that auditory alone is not as effective today. Whereas in the seventies, it seemed like it was the best way to do it.\u003c/p>\n\u003cp>And we, I think people who are you know, hold up signs, science of reading, science of reading need to understand that the science of reading, like any science evolves.\u003c/p>\n\u003cp>The other reaction I’ve seen are for people who have been critics of the science of reading and say, “see the, the researchers are arguing. Who knows what’s right? This shows we should go back to something called balanced literacy.”\u003cbr>\nAnd so I’ve also, I’ve also seen people taking this as ammunition that,, the whole science of reading is perhaps misguided.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And where’s the truth?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Well, I think I tried to just express that, that science evolves. I mean, it, it, I think about it like, oh, masking and COVID, remember how first when COVID broke out, the federal authorities were saying, “well, you don’t need to wear masks. It’s not so important.”\u003c/p>\n\u003cp>And then later, more studies came out and said, you know what, “we should really wear masks,” and I think we need to be comfortable with science evolving.\u003c/p>\n\u003cp>And so so maybe there was a time almost 50 years ago that oral only phonemic awareness was the way to go. And now we have a ton of confirmation that we need to combine it with letters and there are still questions out there. We still don’t know the exact right dosage in the classroom for example.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill, thank you for taking the time to talk through this complex issue.\u003c/p>\n\u003cp>Well, thanks for talking this through. It’s a complicated area and I appreciate another chance to talk about it.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill Barshay is a journalist with the Hechinger report. She has a weekly column about education research called Proof Points. Her latest piece is about phonemic awareness research. We’ll bring you ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> The MindShift team includes me, Ki Sung, Nimah Gobir, Kara Newhouse, Marlena Jackson-Retondo and Jennifer Ng.\u003c/p>\n\u003cp>Our editor is Chris Hambrick, Chris Hoff is our sound designer.\u003c/p>\n\u003cp>Additional support from Jen Chien and Katie Sprenger, Cesar Saldaña and Holly Kernan.\u003c/p>\n\u003cp>MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED.\u003c/p>\n\u003cp>Thanks for listening.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Four meta-analyses conclude that it’s more effective to teach phonemic awareness with letters, not as an oral-only exercise.","status":"publish","parent":0,"modified":1710354849,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":98,"wordCount":4875},"headData":{"title":"As schools embrace the science of reading, researchers are criticizing an overemphasis on auditory skills | KQED","description":"Four meta-analyses conclude that it’s more effective to teach phonemic awareness with letters, not as an oral-only exercise.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Four meta-analyses conclude that it’s more effective to teach phonemic awareness with letters, not as an oral-only exercise."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC3050981118.mp3?updated=1710227310","sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63241/as-schools-embrace-the-science-of-reading-researchers-are-criticizing-an-overemphasis-on-auditory-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch2>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/h2>\n\u003cp>Educators around the country have embraced the “science of reading” in their classrooms, but that doesn’t mean there’s a truce in the reading wars. In fact, controversies are emerging about an important but less understood aspect of learning to read: phonemic awareness.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">That’s the technical name for showing children how to break down words into their component letter sounds and then fuse the sounds together. In a phonemic awareness lesson, a teacher might ask how many sounds are in the word cat. The answer is three: “k,” “a,” and “t.” Then the class blends the sounds back into the familiar sounding word: from “kuh-aah-tuh” to “kat.” The 26 letters of the English alphabet produce \u003c/span>\u003ca href=\"https://www.readingrockets.org/sites/default/files/migrated/the-44-phonemes-of-english.pdf\">\u003cspan style=\"font-weight: 400;\">44 phonemes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which include unique sounds made from combinations of letters, such as “ch” and “oo.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Many schools have purchased scripted oral phonemic awareness lessons that do not include the visual display of letters. The oral lessons are popular because they are easy to teach and fun for students. And that’s the source of the current debate. Should kids in kindergarten or first grade be spending so much time on sounds without understanding how those sounds correspond to letters? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A \u003c/span>\u003ca href=\"https://www.tandfonline.com/eprint/AN2XIWFWJ3YZDJ3SIFPZ/full?target=10.1080/10888438.2024.2309386\">\u003cspan style=\"font-weight: 400;\">new meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> confirms that the answer is no. In January 2024, five researchers from Texas A&M University published their findings online in the journal Scientific Studies of Reading. They found that struggling readers, ages 4 to 6, no longer benefited after 10.2 hours of auditory instruction in small group or tutoring sessions, but continued to make progress if visual displays of the letters were combined with the sounds. That means that instead of just asking students to repeat sounds, a teacher might hold up cards with the letters C, A and T printed on them as students isolate and blend the sounds.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Meta-analyses sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. This newest 2024 synthesis follows three previous meta-analyses on phonemic awareness in the past 25 years. While there are sometimes shortcomings in the underlying studies, the conclusions from all the phonemic meta-analyses appear to be pointing in the same direction. \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>\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=KQINC3050981118&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“If you teach phonemic awareness, students will learn phonemic awareness,” which isn’t the goal, said \u003c/span>\u003ca href=\"https://understandingreading.home.blog/\">\u003cspan style=\"font-weight: 400;\">Tiffany Peltier\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a learning scientist who consults on literacy training for teachers at NWEA, an assessment company. “If you teach blending and segmenting using letters, students are learning to read and spell.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Phonemic awareness has a complicated history. In the 1970s, researchers discovered that good readers also had a good \u003c/span>\u003ca href=\"https://www.jstor.org/stable/23769540\">\u003cspan style=\"font-weight: 400;\">sense of the sounds that constitute words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. This sound awareness helps students map the written alphabet to the sounds, an important step in learning to read and write. Researchers proved that these auditory skills could be taught and early studies showed that they could be taught as a \u003c/span>\u003ca href=\"https://www.jstor.org/stable/748042\">\u003cspan style=\"font-weight: 400;\">purely oral exercise without letters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But science evolved. In 2000, the National Reading Panel outlined the five pillars of evidence-based reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension. This has come to be known as the science of reading. By then, more studies on phonemic awareness had been conducted and oral lessons alone were not as successful. The reading panel’s meta-analysis of \u003c/span>\u003ca href=\"https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf\">\u003cspan style=\"font-weight: 400;\">52 studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> showed that phonemic awareness instruction was almost twice as effective when letters were presented along with the sounds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Many schools ignored the reading panel’s recommendations and chose different approaches that didn’t systematically teach phonics or phonemic awareness. But as the science of reading grew in popularity in the past decade, phonemic awareness lessons also exploded. Teacher training programs in the science of reading emphasized the \u003c/span>\u003cspan style=\"font-weight: 400;\">importance of phonemic awareness\u003c/span>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003ca href=\"https://heggerty.org/curriculum/?utm_term=heggerty&utm_campaign=(D)+Branded+-+Search+(CORE)&utm_source=adwords&utm_medium=ppc&hsa_acc=8080130874&hsa_cam=10845962543&hsa_grp=105585801103&hsa_ad=473028550698&hsa_src=g&hsa_tgt=kwd-315916039120&hsa_kw=heggerty&hsa_mt=e&hsa_net=adwords&hsa_ver=3&gad_source=1&gclid=CjwKCAiA_tuuBhAUEiwAvxkgTrb7QXk6Q-sfzjdjbXZ0Slz4rS0CvAY10pE_vHsD2ggQe_OxB4Z-gxoCtAUQAvD_BwE\">\u003cspan style=\"font-weight: 400;\">Companies sold phonemic programs to schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and told teachers to teach it every day. Many of these lessons were auditory, including chants and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=UDSGFUhCxjI\">\u003cspan style=\"font-weight: 400;\">songs without letters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Researchers worried that educators were overemphasizing auditory training. A 2021 article, “\u003c/span>\u003ca href=\"https://osf.io/preprints/psyarxiv/ajxbv\">\u003cspan style=\"font-weight: 400;\">They Say You Can Do Phonemic Awareness Instruction ‘In the Dark’, But Should You?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">” by nine prominent reading researchers criticized how phonemic awareness was being taught in schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Twenty years after the reading panel’s report, a \u003c/span>\u003ca href=\"https://pubs.asha.org/doi/10.1044/2022_LSHSS-21-00160\">\u003cspan style=\"font-weight: 400;\">second meta-analysis came out in 2022\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> with even fresher studies but arrived at the same conclusion. Researchers from Baylor University analyzed over 130 studies and found twice the benefits for phonemic awareness when it was taught with letters. A \u003c/span>\u003ca href=\"https://www.triplesr.org/sites/default/files/uploads/draft_program_6-18-2022.pdf\">\u003cspan style=\"font-weight: 400;\">third meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> was presented at a poster session of the 2022 annual meeting of the Society for the Scientific Study of Reading. It also found that instruction was more effective when sounds and letters were combined.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On the surface, adding letters to sounds might seem identical to teaching phonics. But some reading experts say phonemic awareness with letters still emphasizes the auditory skills of segmenting words into sounds and blending the sounds together. The visual display of the letter is almost like a subliminal teaching of phonics without explicitly saying, “This alphabetic symbol ‘a’ makes the sound ‘ah’.” Others explain that there isn’t a bright line between phonemic awareness and phonics and they can be taught in tandem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The authors of the latest 2024 meta-analysis had hoped to give teachers more guidance on how much classroom time to invest on phonemic awareness. But unfortunately, the classroom studies they found didn’t keep track of the minutes. The researchers were left with only 16 high-quality studies, all of which were interventions with struggling students. These were small group or individual tutoring sessions on top of whatever phonemic awareness lessons children may also have been receiving in their regular classrooms, which was not documented. So it’s impossible to say from this meta-analysis exactly how much sound training students need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The lead author of the 2024 meta-analysis, Florina Erbeli, an education psychologist at Texas A&M, said that the 10.2 hours number in her paper isn’t a “magic number.” It’s just an average of the results of the 16 studies that met her criteria for being included in the meta-analysis. The right amount of phonemic awareness might be more or less, depending on the child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Erbeli said the bigger point for teachers to understand is that there are diminishing returns to auditory-only instruction and that students learn much more when auditory skills are combined with visible letters.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">I corresponded with Heggerty, the market leader in phonemic awareness lessons, which says its programs are in 70% of U.S. school districts. The company acknowledged that the science of reading has evolved, and that’s why it revised its phonemic awareness program in 2022 to incorporate letters and introduced a new program in 2023 to pair it with phonics. The company says it is working with outside researchers to keep improving the instructional materials it sells to schools. Because many schools cannot afford to buy a new instructional program, Heggerty says it also explains how teachers can modify older auditory lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The company still recommends that teachers spend eight to 12 minutes a day on phonemic awareness through the end of first grade. This recommendation contrasts with the advice of many reading researchers who say the average kid doesn’t need this much. Many researchers say that phonemic awareness continues to develop automatically as the child’s reading skills improve without advanced auditory training. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">NWEA literacy consultant Peltier, whom I quoted earlier, suggests that phonemic awareness can be tapered off by the fall of first grade. More phonemic awareness isn’t necessarily harmful, but there’s only so much instructional time in the day. She thinks that precious minutes currently devoted to oral phonemic awareness could be better spent on phonics, building vocabulary and content knowledge through reading books aloud, classroom discussions and writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Another developer of a \u003c/span>\u003ca href=\"https://www.equippedforreadingsuccess.com/\">\u003cspan style=\"font-weight: 400;\">phonemic awareness program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> aimed at older, struggling readers is David Kilpatrick, professor emeritus at the State University of New York at Cortland. He told me that five minutes a day might be enough for the average student in a classroom, but some struggling students need a lot more. Kilpatrick disagrees with the conclusions of the meta-analyses because they lump different types of students together. He says severely dyslexic students need more auditory training. He explained that extra time is needed for advanced auditory work that helps these students build long-term memories, he said, and the meta-analyses didn’t measure that outcome.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Another reading expert, Susan Brady, professor emerita at the University of Rhode Island, concurs that some of the more advanced manipulations can help some students. Moving a sound in and out of a word can heighten awareness of a consonant cluster, such as taking the “l” out of the word “plant” to get “pant,” and then inserting it back in again.* But she says this kind of sound substitution should only be done with visible letters. Doing all the sound manipulations in your head is too taxing for young children, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Brady’s concern is the misunderstanding that teachers need to teach all the phonemes before moving on to phonics. It’s not a precursor or a prerequisite to reading and writing, she says. Instead, sound training should be taught at the same time as new groups of letters are introduced. “The letters reinforce the phoneme awareness and the phoneme awareness reinforces the letters,” said Brady, speaking at a 2022 teacher training session. She said that researchers and teacher trainers need to help educators shift to integrating letters into their early reading instruction. “It’s going to take a while to penetrate the belief system that’s out there,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">I once thought that the reading wars were about whether to teach phonics. But there are fierce debates even among those who support a phonics-heavy science of reading. I’ve come to understand that the research hasn’t yet answered all our questions about the best way to teach all the steps. Schools might be over-teaching phonemic awareness. And children with dyslexia might need more than other children. More importantly, the science of reading is the same as any other scientific inquiry. Every new answer may also raise new questions as we get closer to the truth. \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=KQINC3050981118&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400;\">This story about\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-controversies-within-the-science-of-reading/\">\u003ci>\u003cspan style=\"font-weight: 400;\">phonemic awareness\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400;\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400;\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cem>*Clarification: An earlier version of this story suggested a different example of removing the “r” sound from “first,” but “r” is not an independent phoneme in this word. So a teacher would be unlikely to ask a student to do this particular sound manipulation.\u003c/em>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Welcome to MindShift where we explore the future of learning and how we raise our kids. I’m Ki Sung.\u003c/p>\n\u003cp>Today we’re going to talk about a really important skill that’s at the root of learning how to read, phonemic awareness. How it’s taught in schools is hotly debated and reading is something too many students and adults still struggle with.\u003c/p>\n\u003cp>Our guest is education journalist Jill Barshay of the Hechinger Report. She has a weekly column about education research called “Proof Points.” She’s here to discuss her latest piece about phonemic awareness. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill Barshay I’m so glad you’re here.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> It’s a pleasure to be here.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Your article about phonemic awareness is the most viewed on MindShift right now.\u003c/p>\n\u003cp>So clearly, there’s a lot of interest in this topic.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Really?! [laughs]\u003cbr>\n\u003cstrong>\u003cbr>\nKi Sung:\u003c/strong> I mean, literally tens of thousands of people are reading about phonemic awareness right now.\u003c/p>\n\u003cp>I’d like to start by asking you to establish a glossary of terms related to learning how to read. Three terms I’d like for you to explain very simply are phonics, phonemes and phonemic awareness. And on phonemes, can you also spell the word out for us?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Sure, phone name, phoneme phoneme.\u003cbr>\nSo it’s sort of like the word phone with em at the end.\u003cbr>\nAnd what that is, I had a hard time grasping it for many years. It’s sort of sound awareness that you understand the sounds that words are made up of. So, for example, in the word cat, there are three phonemes and they are Cuh, aa, tuh. Phonics is about the letters that we see and what sounds they make. So when you see the circle shape that you know, that’s an O and that it makes the o sound like, as in pot.\u003c/p>\n\u003cp>Now, phonemic awareness is this awareness that words are made up of sounds. So just like I did cat before, that would be a segmenting or isolating skill cuh, aa , tuh. And then another phonemic awareness skill would be blending them back together, going from cuh aa, tuh to cat.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> There are also some other fancy schmancy phonemic awareness skills, but maybe we’ll talk about those later.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I appreciate how you said it took you some time to understand these because it took me some time to understand this too because it is so complex.And maybe that speaks to the fact that there are more phonemes than there are letters in the alphabet. And that makes learning how to teach kids how to read all the more challenging.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Right, I just learned in reporting this story that while there are 26 letters to the English alphabet, there are 44 phonemes.\u003c/p>\n\u003cp>So every letter has a sound like, R is err, but IR is its own phoneme and CH makes the chuh sound that’s a phone name, OO, oooh, that’s a phoneme.\u003c/p>\n\u003cp>And so yes, there’s more.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> So, what did you learn about how phonemic awareness is being taught in schools, especially for kids, age 4 to 6?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I had become aware from a bunch of reading researchers and also reading advocates that schools were embracing phonemic awareness lessons with the whole rise of the science of reading. And they’re spending many, many minutes in kindergarten and first grade, especially, with all kinds of oral exercises. There are songs that they can do to segment and blend the sounds. And there was a concern that maybe schools are going a little bit overboard with phonemic awareness. Maybe students don’t need so much.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Can you explain what educators’ understanding of phonemic awareness was? Was it just auditory or was it also how it connects to the visual experience of reading?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> My understanding is that many teachers were trained that there are two separate things to teach kids. One is phonemic awareness and another thing is phonics and in many teacher training sessions, they were saying this is auditory, an oral only skill and you don’t need letters to teach it.\u003c/p>\n\u003cp>And one of the leading vendors of phonemic awareness lessons was encouraging teachers to teach it as an auditory only lesson. And the instructional materials were largely auditory until very recently.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what problem does that introduce when it’s just auditory?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> In my research, I learned that when phonemic awareness was first being talked about by education or reading experts, they first thought that it could be taught as an oral only exercise.\u003c/p>\n\u003cp>And so there were experiments in the 1970’s showing that students who were explicitly taught phonemic awareness became better readers just through these kind of songs and chants.\u003c/p>\n\u003cp>But then more and more researchers started to do studies in it. And by 2000, one of the first meta analysis, this is a kind of study where you sweep up lots of studies together and you use statistics to say where the evidence lies, Already over 20 years ago, they said it was much more effective if you combine these phonemic awareness exercises like Cuh aah tuh Cat, with visible displays of the letters.\u003c/p>\n\u003cp>So like a teacher could hold up a card or write it on the chalkboard and then the students would see the letters as they say the sounds and become aware of the sounds in their brains.\u003c/p>\n\u003cp>But what was funny was how even as this research was building and building, many schools weren’t teaching much phonemic awareness at all or phonics, phonics again, is putting the sounds to the visible letters.\u003c/p>\n\u003cp>And many, many schools around the country were ignoring this and using different methods to teach reading, things that you may have heard of like balanced literacy or the reader’s workshop, reading recovery. And those were methods that didn’t emphasize phonemic awareness or phonics.\u003c/p>\n\u003cp>Then more recently, like in the last five years, the science of reading has really gained traction around the country and schools have been really embracing phonemic awareness and that’s where the concern came, that maybe they’re doing too much of it without the letters while all this research is showing, dating back to the year 2000, that if you do phonemic awareness with the letters, it’s much more effective.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what was the connection you found or maybe the advice around how much time to spend on phonemic awareness?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Well, that was the study that really caught my attention. Just earlier this year, a group of researchers from Texas A&M University, they were really trying to like nail down the dosage.\u003cbr>\nLike how many minutes of this stuff do the kids really need? Is it two? Is it five, is it 10?\u003c/p>\n\u003cp>And they collected all the studies that they could find that measured the minutes and they were so frustrated because none of the classroom studies documented the minutes well. And instead they were just left with 16 studies that looked at the amount of time that struggling kids were spending on phonemic awareness in extra sessions.\u003c/p>\n\u003cp>So these might be like a special small group session for a child who’s at risk of dyslexia or a 1 to 1 tutoring session and there they measured the minutes and what they noticed was after 10 hours, phonemic awareness, the auditory only phonemic awareness topped out. Kids weren’t benefiting at all anymore after 10 hours of it.\u003c/p>\n\u003cp>But if the tutors or the small group teachers, if they combined it with letters, the kids kept getting better and better and better. And so it showed the researchers that if you combine phonemic awareness with the display of the letters, it’s so much more effective.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> So it sounds like just the auditory lessons for this sample, 10 hours was fine, though like even just settling on that number is questionable because of the data the researchers have to work with.\u003cbr>\nOverall, the takeaway is connect the sound with the visual letters.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Right. What they found is phonemic awareness, oral only can be effective in say a small dose or a medium dose of it, 10 hours, right? But if you want to keep children learning and if you want them to keep improving, that it needs to be connected with the letters after a certain amount of time.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> You’ve explained a lot about phonemic awareness and we’ve talked about 4 to 6 year olds. But what, I guess there are also advanced phonemic awareness techniques that we should also be aware of.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> This is where I thought I had went really deep down the rabbit hole. I couldn’t believe advanced phonemic awareness.\u003c/p>\n\u003cp>So in addition to the segmenting cuh aa tuh and blending cat that I discussed before, there are all these other manipulations like you could subtract a sound.\u003c/p>\n\u003cp>So instead of plant, you get pant and then you can add a sound. Let’s say you can add L back into pant and make it plant. Then there are substitutions. So you can take mat and, and substitute the M with a P and make it pat. And can you imagine doing all these in your head? They’re really hard. And so it, it actually takes many…That’s one of the reasons that so much class time is being spent on these advanced phonemic awareness skills.\u003c/p>\n\u003cp>And what the research literature shows is that the two very simple ones of segmenting and blending, they give you the biggest benefits and some experts say just focus on those and just do them as a quick warm up exercise.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> But there are other people, particularly experts in helping children with dyslexia that say no, these really, these advanced phonemic awareness skills can be really helpful in building long term memories.\u003c/p>\n\u003cp>And others have said to me, you know, it can really heighten awareness of a consonant cluster like the difference between Puh and Pula. But they say really these are very complicated exercises, they should only be done with letters, not as oral, only exercises and probably best for struggling students in you know, maybe a pull out session or a tutoring session.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I hear a lot about the term phonological awareness. I know we’re adding a lot of we’re adding another term to our glossary list. But can you explain what phonological awareness is and its role in learning how to read?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I was really confused about this. And I personally used to use phonological awareness and phonemic awareness interchangeably. And in researching this story, I learned that they’re separate and that phonemic awareness is really the important ingredient in learning to read. And that this phonological awareness is not as important.\u003c/p>\n\u003cp>Phonological awareness is a much broader category that includes not just the sounds that letters and clusters of letters make, but also syllables like pantry that you would clap [claps] pan-try 1, 2 or rhymes like flight, night, sight.\u003c/p>\n\u003cp>And there are probably zillions, more of these various sound exercises that are really disconnected from the letters and the sounds that they make. And the researchers are very concerned that teachers who have embraced the science of reading have been told to do too much of these broader phonological awareness exercises that are, you know, great for a poetry unit but not essential building blocks to read.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I want to ask you about curriculum because at the root of a lot of these issues, you know, you can maybe even call them mistakes, is curriculum. And ultimately teachers have to go along with the curriculum, the district purchases and sometimes it’s not up to date or not correct or not caught up with the latest research. So what can teachers do when they come across curriculum that goes against what they know works with students?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I am not an expert in teaching and I don’t feel like my role is to give advice.\u003c/p>\n\u003cp>But what I can say is that the leading purveyor of phonemic awareness lessons and curriculum, if you, you can call it, it’s called Haggerty and they themselves responded to the science and in 2022 they added letters to their phonemic awareness lessons. And then in 2023 they added a a phonics approach to show how to combine phonemic awareness and phonics together in the classroom.\u003c/p>\n\u003cp>There, there’s a misunderstanding, that a lot of teachers have, that you need to teach phonemic awareness first and students need to master it first before you move on to phonics. And the reading researchers, I talked to say, no, you kind of do them in tandem, like you can have a group of letters and simultaneously be teaching the phonemic awareness with them and the phonics with them and then move on to another group of letters. And you just, you keep teaching both together.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> And so I was impressed that this leading seller of phonemic awareness programs has, has moved on and is now combining it with letters and also with phonics and it says for, it knows that many teachers in many schools cannot afford to buy brand new lesson plans and curriculum. And it says that it offers ideas on how teachers can modify their old books and their old printed lessons, and to do things better.\u003c/p>\n\u003cp>I don’t know if that’s a good answer.I mean, it’s probably hard to do these modifications on the fly. And as a journalist from the outside it seems like if, like, when a company says our products not working well and they recall it and they, they put out a new product, they should probably, like, just give you the new product, I’m thinking.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what have you heard from people, you know, especially on social media or maybe they’re reaching out to you by email, like what have people been telling you about your reporting?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I’ve seen two reactions to it. One is people are grateful that the science of reading isn’t a cult and that just because someone says you need a lot of phonemic awareness in order to do the science of reading, right, that isn’t necessarily correct. You have to look at what the studies actually say and also the science evolved. So we, we have more meta analysis now, more syntheses of the research confirming that auditory alone is not as effective today. Whereas in the seventies, it seemed like it was the best way to do it.\u003c/p>\n\u003cp>And we, I think people who are you know, hold up signs, science of reading, science of reading need to understand that the science of reading, like any science evolves.\u003c/p>\n\u003cp>The other reaction I’ve seen are for people who have been critics of the science of reading and say, “see the, the researchers are arguing. Who knows what’s right? This shows we should go back to something called balanced literacy.”\u003cbr>\nAnd so I’ve also, I’ve also seen people taking this as ammunition that,, the whole science of reading is perhaps misguided.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And where’s the truth?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Well, I think I tried to just express that, that science evolves. I mean, it, it, I think about it like, oh, masking and COVID, remember how first when COVID broke out, the federal authorities were saying, “well, you don’t need to wear masks. It’s not so important.”\u003c/p>\n\u003cp>And then later, more studies came out and said, you know what, “we should really wear masks,” and I think we need to be comfortable with science evolving.\u003c/p>\n\u003cp>And so so maybe there was a time almost 50 years ago that oral only phonemic awareness was the way to go. And now we have a ton of confirmation that we need to combine it with letters and there are still questions out there. We still don’t know the exact right dosage in the classroom for example.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill, thank you for taking the time to talk through this complex issue.\u003c/p>\n\u003cp>Well, thanks for talking this through. It’s a complicated area and I appreciate another chance to talk about it.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill Barshay is a journalist with the Hechinger report. She has a weekly column about education research called Proof Points. Her latest piece is about phonemic awareness research. We’ll bring you ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> The MindShift team includes me, Ki Sung, Nimah Gobir, Kara Newhouse, Marlena Jackson-Retondo and Jennifer Ng.\u003c/p>\n\u003cp>Our editor is Chris Hambrick, Chris Hoff is our sound designer.\u003c/p>\n\u003cp>Additional support from Jen Chien and Katie Sprenger, Cesar Saldaña and Holly Kernan.\u003c/p>\n\u003cp>MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED.\u003c/p>\n\u003cp>Thanks for listening.\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> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63241/as-schools-embrace-the-science-of-reading-researchers-are-criticizing-an-overemphasis-on-auditory-skills","authors":["byline_mindshift_63241"],"categories":["mindshift_21504","mindshift_193"],"tags":["mindshift_397","mindshift_444","mindshift_21132","mindshift_21335","mindshift_550","mindshift_21616"],"featImg":"mindshift_63242","label":"mindshift"},"mindshift_63086":{"type":"posts","id":"mindshift_63086","meta":{"index":"posts_1591205157","site":"mindshift","id":"63086","score":null,"sort":[1708426854000]},"guestAuthors":[],"slug":"when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative","title":"When family tree projects frustrate students, community maps are an inclusive alternative","publishDate":1708426854,"format":"standard","headTitle":"When family tree projects frustrate students, community maps are an inclusive alternative | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>From \u003ca href=\"https://www.routledge.com/Nourishing-Caregiver-Collaborations-Elevating-Home-Experiences-and-Classroom/Qarooni/p/book/9781625316196\">\u003ci>Nourishing Caregiver Collaborations: Elevating Home Experiences and Classroom Practices for Collective Care\u003c/i>\u003c/a> by Nawal Qarooni © 2024 by \u003ca href=\"http://www.routledge.com/stenhouse-publishing.\">Stenhouse Publishers/Taylor & Francis\u003c/a>. Reproduced with permission.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63202\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal-160x201.jpeg\" alt=\"\" width=\"160\" height=\"201\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal-160x201.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">No doubt, you’re familiar with the traditional family tree project. My own kids come home with these year after year, a stenciled outline that they need to fill in with great-grandparents, grandparents, parents, and siblings. For my children, being raised in a two-parent household with strong connections to both sets of grandparents, this has been a fine project that goes fairly smoothly in each instance. A few phone calls to Mama Mahnaz and Abuelo get them the names of family members from Iran and Puerto Rico that they need. But as we know, all families are different. These family tree projects have the potential to be both frustrating for students and alienating to their caregivers. When I spoke with longtime educator and school leader Nefertari Nkenge, she shared such an example of frustration about her daughter’s experience, particularly around a “normed expectation of who lives in the house.”\u003c/p>\n\u003cp>“It would have just been Mom and her. But she made it about 12 brothers and sisters, and that made me grin. The teacher interrogated her and made her feel some kind of way. Jendayi considered her godsiblings who spend the night; I’m Mama Nefertari to all these children; my daughter calls their mothers Aunties — so she’s listing names. The teacher says, these are your siblings? The teacher just couldn’t understand.”\u003c/p>\n\u003cp>A more \u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">inclusive and culturally sustaining approach\u003c/a> would replace these experiences of othering and frustration. Nefertari contended: “Our family experiences — verbal tradition as an African people — it’s not something that’s going to be captured in a paper-and-pencil family tree. Nor is the respect we give our non-blood relatives, many of whom are elders we learn from. It would never get the depth of what I shared now, or what my daughter understood in the third grade. To visualize and draw illustrations of experiences with this large family — even though it’s just the two of us — it needs the narrative for us. For Black and Brown people, for you to see the depth of what we’re describing . . . in the end, I wanted to communicate: see how rich the narrative is in who we are? That is never captured in literacy assignments in schools, nor is it captured in the ways we give credence to it in our own traditional way.”\u003c/p>\n\u003cp>Black, Brown and Indigenous communities, especially, have longstanding and deep understandings of the importance of the collective and, furthermore, the far-reaching relational ties that shape knowledge of ourselves and who we are. \u003ca href=\"https://www.nahwilet.com/\">Indigenous scholar\u003c/a> Shelbi Nahwilet Meissner \u003ca href=\"https://drive.google.com/file/d/191twpmym1vKaLhqsF1DLnVgjBKsFkFs4/view\">writes\u003c/a>, “Kinship, as conceived of by Indigenous scholars, does not refer merely to hetero-nuclear families or biological relatives (\u003ca href=\"https://uwethicsofcare.gws.wisc.edu/wp-content/uploads/2019/10/TallBear-Making-Love-and-Relations-Beyond-Settler-Sex-and-Family.pdf\">TallBear 2018\u003c/a>; \u003ca href=\"https://kylewhyte.seas.umich.edu/wp-content/uploads/2021/04/Time-as-Kinship-April-2021.pdf\">Whyte 2021\u003c/a>). Rather, ‘kinship’ is used to describe the relationships between all entities that share responsibilities for one another.” And also, “Indigenous conceptions of kinship expand beyond Western conceptions of family and include relationships among humans, non-humans, animals, plants and spirits — these relationships inform Indigenous knowledge systems.” We can learn from these \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">deeply rooted ways of being\u003c/a>. If we are to honor all families and their ways of being, we must design curricular activities with collective inclusivity in mind.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-63087\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1-160x186.png\" alt=\"\" width=\"215\" height=\"250\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1-160x186.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1.png 354w\" sizes=\"(max-width: 215px) 100vw, 215px\">I imagine the objective of the original family tree exercise was never to fill in box after box in rote fashion but to \u003ca href=\"https://www.kqed.org/mindshift/62762/how-parents-can-help-their-kids-feel-seen\">foster curiosity among children and conversation with their elders\u003c/a> around history, connection and contribution. An alternative that acknowledges a more nuanced reality of family structures, while, at the same time, speaking to a broader collective behind every child, would be a free-form community map, taking the same concept of illustrating connections between the child and those who have an impact on their lives, while still eliciting conversation between the students and adults around the history of connections. Community maps can thoughtfully tease out a literacy ideal we all appreciate, weaving a textured tapestry of unique individuals with myriad experiences toward a greater collective that is inherently beautiful \u003cem>because \u003c/em>of its nuances.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-63088\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2-160x121.png\" alt=\"\" width=\"200\" height=\"151\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2.png 437w\" sizes=\"(max-width: 200px) 100vw, 200px\">Some people who have played an enormous role in raising me would never have shown up on a traditional family tree graphic organizer. Amu Hamid, with his ceaseless guidance, unending support and unconditional love, wouldn’t have had a place on a simple stencil, because he was my father’s sister’s husband. But the reality is, he was one of the people who raised me. I was one of his daughters. He piloted my daily decision making with compassion, care, and experience. If I were a student able to design the outline of my adult community, he would’ve shown up as the family giant.\u003c/p>\n\u003cp>To get started with community map projects, you might offer students and their caregivers an open-ended set of ideas along with a few quick parameters and find this is plenty to inspire a variety of individual products. Leaving the process open allows for families to cocreate and coimagine with their children. And, when they share their final projects, I often marvel at folks’ oohing and ahhing, which almost always results in an even greater degree of imaginative iterating and dreaming of interesting projects further down the line. I generally make the following suggestions and leave the rest to them:\u003c/p>\n\u003cul>\n\u003cli>Visually represent the people in your collective who support you.\u003c/li>\n\u003cli>You’re welcome to use a tree form to guide you, but feel free to diverge from that template to represent your loved ones in the way that makes most sense to you.\u003c/li>\n\u003cli>Draw connections between the people in your life using visuals.\u003c/li>\n\u003c/ul>\n\u003cp>Just as my Amu Hamid had superhero-like individual strengths that contributed to our family collective as a whole, as students and their caregivers work on this project, invite them to highlight how different individuals have made them stronger together with prompts like:\u003c/p>\n\u003cul>\n\u003cli>Who is this person to me?\u003c/li>\n\u003cli>What makes them unique?\u003c/li>\n\u003cli>What talents do they bring to our family/group/community?\u003c/li>\n\u003cli>How does having them with us bring us closer and make us stronger?\u003c/li>\n\u003cli>What might our collective look like if we were missing this person’s contributions?\u003c/li>\n\u003cli>How did our loved ones who have passed contribute meaning to our family? How did they shape us? How might we keep their legacies alive?\u003c/li>\n\u003cli>How do we ensure their memories are a continued blessing?\u003c/li>\n\u003c/ul>\n\u003cp>Dream big here. \u003ca href=\"https://docs.google.com/document/d/1ScL1FxV4mGoavHwFZI8Zs22Ntj5SYjK-LXlQbKYDIOU/edit?usp=sharing\">Read aloud from books where families look different\u003c/a>. Prompt children to share with peers before brainstorming on paper. In one second-grade Chicago classroom, students discarded the tree image altogether and, instead, talked about who grows in their hearts after their teacher mentioned all the different contributors to her garden: bees, flowers, weeds, birds. All of those elements contribute to and nurture the garden’s vibrancy, just like all of the people in our hearts.\u003c/p>\n\u003cp>These community maps can even be co-constructed with caregivers or orchestrated as a collaborative family project in schools, which is particularly impactful with siblings in multiple grades. They can begin on family literacy nights and end in a cumulative showcase, or they can be smaller-scale and more personal in nature. Either way, the conversations that ensue as a result of creating community maps are invaluable representations of a literacy ideal that ultimately frames much of what we aim to accomplish as teachers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"color: #212529;background: white\">Nawal Qarooni is a Jersey City-based educator, writer and adjunct professor who supports a holistic approach to literacy instruction and family experiences in schools across the country. Drawing on her work as an inquiry-based leader, mother and proud daughter of immigrants, Nawal’s pedagogy is centered in the rich and authentic\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63089 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3.png\" alt=\"\" width=\"279\" height=\"175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3.png 637w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3-160x100.png 160w\" sizes=\"(max-width: 279px) 100vw, 279px\"> learning all families gift their children every day. She and her team of coaches at NQC Literacy work with schools and districts to collectively grow teacher practice and children’s literacy lives. In addition, she is a member of the National Council for Teachers of English Committee Against Racism and Bias in the Teaching of English; she evaluates manuscripts for Reese Witherspoon’s LitUp program, which platforms historically underrepresented voices in publishing; and she serves on the Library of Congress Literacy Awards Advisory Board, which funds powerful literacy programming across the country. Nawal holds a Bachelor of English from the University of Michigan, a Master of Teaching from Brooklyn College and a Master of Journalism from Syracuse University’s Newhouse School. She won a New Jersey Press Association Award for her international reporting and transitioned into education as a New York City Teaching Fellow.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Family tree projects can alienate students from diverse family structures. Author Nawal Qarooni offers a more inclusive and culturally sustaining approach.","status":"publish","parent":0,"modified":1708390288,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1479},"headData":{"title":"When family tree projects frustrate students, community maps are an inclusive alternative | KQED","description":"Family tree projects can alienate students from diverse family structures. Nawal Qarooni offers a more inclusive and culturally sustaining approach.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Family tree projects can alienate students from diverse family structures. Nawal Qarooni offers a more inclusive and culturally sustaining approach."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>From \u003ca href=\"https://www.routledge.com/Nourishing-Caregiver-Collaborations-Elevating-Home-Experiences-and-Classroom/Qarooni/p/book/9781625316196\">\u003ci>Nourishing Caregiver Collaborations: Elevating Home Experiences and Classroom Practices for Collective Care\u003c/i>\u003c/a> by Nawal Qarooni © 2024 by \u003ca href=\"http://www.routledge.com/stenhouse-publishing.\">Stenhouse Publishers/Taylor & Francis\u003c/a>. Reproduced with permission.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63202\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal-160x201.jpeg\" alt=\"\" width=\"160\" height=\"201\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal-160x201.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">No doubt, you’re familiar with the traditional family tree project. My own kids come home with these year after year, a stenciled outline that they need to fill in with great-grandparents, grandparents, parents, and siblings. For my children, being raised in a two-parent household with strong connections to both sets of grandparents, this has been a fine project that goes fairly smoothly in each instance. A few phone calls to Mama Mahnaz and Abuelo get them the names of family members from Iran and Puerto Rico that they need. But as we know, all families are different. These family tree projects have the potential to be both frustrating for students and alienating to their caregivers. When I spoke with longtime educator and school leader Nefertari Nkenge, she shared such an example of frustration about her daughter’s experience, particularly around a “normed expectation of who lives in the house.”\u003c/p>\n\u003cp>“It would have just been Mom and her. But she made it about 12 brothers and sisters, and that made me grin. The teacher interrogated her and made her feel some kind of way. Jendayi considered her godsiblings who spend the night; I’m Mama Nefertari to all these children; my daughter calls their mothers Aunties — so she’s listing names. The teacher says, these are your siblings? The teacher just couldn’t understand.”\u003c/p>\n\u003cp>A more \u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">inclusive and culturally sustaining approach\u003c/a> would replace these experiences of othering and frustration. Nefertari contended: “Our family experiences — verbal tradition as an African people — it’s not something that’s going to be captured in a paper-and-pencil family tree. Nor is the respect we give our non-blood relatives, many of whom are elders we learn from. It would never get the depth of what I shared now, or what my daughter understood in the third grade. To visualize and draw illustrations of experiences with this large family — even though it’s just the two of us — it needs the narrative for us. For Black and Brown people, for you to see the depth of what we’re describing . . . in the end, I wanted to communicate: see how rich the narrative is in who we are? That is never captured in literacy assignments in schools, nor is it captured in the ways we give credence to it in our own traditional way.”\u003c/p>\n\u003cp>Black, Brown and Indigenous communities, especially, have longstanding and deep understandings of the importance of the collective and, furthermore, the far-reaching relational ties that shape knowledge of ourselves and who we are. \u003ca href=\"https://www.nahwilet.com/\">Indigenous scholar\u003c/a> Shelbi Nahwilet Meissner \u003ca href=\"https://drive.google.com/file/d/191twpmym1vKaLhqsF1DLnVgjBKsFkFs4/view\">writes\u003c/a>, “Kinship, as conceived of by Indigenous scholars, does not refer merely to hetero-nuclear families or biological relatives (\u003ca href=\"https://uwethicsofcare.gws.wisc.edu/wp-content/uploads/2019/10/TallBear-Making-Love-and-Relations-Beyond-Settler-Sex-and-Family.pdf\">TallBear 2018\u003c/a>; \u003ca href=\"https://kylewhyte.seas.umich.edu/wp-content/uploads/2021/04/Time-as-Kinship-April-2021.pdf\">Whyte 2021\u003c/a>). Rather, ‘kinship’ is used to describe the relationships between all entities that share responsibilities for one another.” And also, “Indigenous conceptions of kinship expand beyond Western conceptions of family and include relationships among humans, non-humans, animals, plants and spirits — these relationships inform Indigenous knowledge systems.” We can learn from these \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">deeply rooted ways of being\u003c/a>. If we are to honor all families and their ways of being, we must design curricular activities with collective inclusivity in mind.\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>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-63087\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1-160x186.png\" alt=\"\" width=\"215\" height=\"250\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1-160x186.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1.png 354w\" sizes=\"(max-width: 215px) 100vw, 215px\">I imagine the objective of the original family tree exercise was never to fill in box after box in rote fashion but to \u003ca href=\"https://www.kqed.org/mindshift/62762/how-parents-can-help-their-kids-feel-seen\">foster curiosity among children and conversation with their elders\u003c/a> around history, connection and contribution. An alternative that acknowledges a more nuanced reality of family structures, while, at the same time, speaking to a broader collective behind every child, would be a free-form community map, taking the same concept of illustrating connections between the child and those who have an impact on their lives, while still eliciting conversation between the students and adults around the history of connections. Community maps can thoughtfully tease out a literacy ideal we all appreciate, weaving a textured tapestry of unique individuals with myriad experiences toward a greater collective that is inherently beautiful \u003cem>because \u003c/em>of its nuances.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-63088\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2-160x121.png\" alt=\"\" width=\"200\" height=\"151\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2.png 437w\" sizes=\"(max-width: 200px) 100vw, 200px\">Some people who have played an enormous role in raising me would never have shown up on a traditional family tree graphic organizer. Amu Hamid, with his ceaseless guidance, unending support and unconditional love, wouldn’t have had a place on a simple stencil, because he was my father’s sister’s husband. But the reality is, he was one of the people who raised me. I was one of his daughters. He piloted my daily decision making with compassion, care, and experience. If I were a student able to design the outline of my adult community, he would’ve shown up as the family giant.\u003c/p>\n\u003cp>To get started with community map projects, you might offer students and their caregivers an open-ended set of ideas along with a few quick parameters and find this is plenty to inspire a variety of individual products. Leaving the process open allows for families to cocreate and coimagine with their children. And, when they share their final projects, I often marvel at folks’ oohing and ahhing, which almost always results in an even greater degree of imaginative iterating and dreaming of interesting projects further down the line. I generally make the following suggestions and leave the rest to them:\u003c/p>\n\u003cul>\n\u003cli>Visually represent the people in your collective who support you.\u003c/li>\n\u003cli>You’re welcome to use a tree form to guide you, but feel free to diverge from that template to represent your loved ones in the way that makes most sense to you.\u003c/li>\n\u003cli>Draw connections between the people in your life using visuals.\u003c/li>\n\u003c/ul>\n\u003cp>Just as my Amu Hamid had superhero-like individual strengths that contributed to our family collective as a whole, as students and their caregivers work on this project, invite them to highlight how different individuals have made them stronger together with prompts like:\u003c/p>\n\u003cul>\n\u003cli>Who is this person to me?\u003c/li>\n\u003cli>What makes them unique?\u003c/li>\n\u003cli>What talents do they bring to our family/group/community?\u003c/li>\n\u003cli>How does having them with us bring us closer and make us stronger?\u003c/li>\n\u003cli>What might our collective look like if we were missing this person’s contributions?\u003c/li>\n\u003cli>How did our loved ones who have passed contribute meaning to our family? How did they shape us? How might we keep their legacies alive?\u003c/li>\n\u003cli>How do we ensure their memories are a continued blessing?\u003c/li>\n\u003c/ul>\n\u003cp>Dream big here. \u003ca href=\"https://docs.google.com/document/d/1ScL1FxV4mGoavHwFZI8Zs22Ntj5SYjK-LXlQbKYDIOU/edit?usp=sharing\">Read aloud from books where families look different\u003c/a>. Prompt children to share with peers before brainstorming on paper. In one second-grade Chicago classroom, students discarded the tree image altogether and, instead, talked about who grows in their hearts after their teacher mentioned all the different contributors to her garden: bees, flowers, weeds, birds. All of those elements contribute to and nurture the garden’s vibrancy, just like all of the people in our hearts.\u003c/p>\n\u003cp>These community maps can even be co-constructed with caregivers or orchestrated as a collaborative family project in schools, which is particularly impactful with siblings in multiple grades. They can begin on family literacy nights and end in a cumulative showcase, or they can be smaller-scale and more personal in nature. Either way, the conversations that ensue as a result of creating community maps are invaluable representations of a literacy ideal that ultimately frames much of what we aim to accomplish as teachers.\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>\u003cspan style=\"color: #212529;background: white\">Nawal Qarooni is a Jersey City-based educator, writer and adjunct professor who supports a holistic approach to literacy instruction and family experiences in schools across the country. Drawing on her work as an inquiry-based leader, mother and proud daughter of immigrants, Nawal’s pedagogy is centered in the rich and authentic\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63089 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3.png\" alt=\"\" width=\"279\" height=\"175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3.png 637w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3-160x100.png 160w\" sizes=\"(max-width: 279px) 100vw, 279px\"> learning all families gift their children every day. She and her team of coaches at NQC Literacy work with schools and districts to collectively grow teacher practice and children’s literacy lives. In addition, she is a member of the National Council for Teachers of English Committee Against Racism and Bias in the Teaching of English; she evaluates manuscripts for Reese Witherspoon’s LitUp program, which platforms historically underrepresented voices in publishing; and she serves on the Library of Congress Literacy Awards Advisory Board, which funds powerful literacy programming across the country. Nawal holds a Bachelor of English from the University of Michigan, a Master of Teaching from Brooklyn College and a Master of Journalism from Syracuse University’s Newhouse School. She won a New Jersey Press Association Award for her international reporting and transitioned into education as a New York City Teaching Fellow.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative","authors":["4354"],"categories":["mindshift_21491","mindshift_194","mindshift_21385","mindshift_193"],"tags":["mindshift_21250","mindshift_21371","mindshift_21707","mindshift_21230","mindshift_21223","mindshift_21415","mindshift_444","mindshift_290"],"featImg":"mindshift_63105","label":"mindshift"},"mindshift_62794":{"type":"posts","id":"mindshift_62794","meta":{"index":"posts_1591205157","site":"mindshift","id":"62794","score":null,"sort":[1701687613000]},"guestAuthors":[],"slug":"right-to-read-settlement-spurred-higher-reading-scores-in-californias-lowest-performing-schools-study-finds","title":"‘Right-to-read’ settlement spurred higher reading scores in California’s lowest performing schools, study finds","publishDate":1701687613,"format":"standard","headTitle":"‘Right-to-read’ settlement spurred higher reading scores in California’s lowest performing schools, study finds | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p9\">In 2017, public interest lawyers sued California because they claimed that too many low-income Black and Hispanic children weren’t learning to read at school. Filed on behalf of families and teachers at three schools with pitiful reading test scores, the suit was an effort to establish a constitutional right to read. However, before the courts resolved that legal question, the litigants settled the case in 2020.\u003c/p>\n\u003cp class=\"p9\">The settlement itself was noteworthy. The state agreed to give an extra $50 million to 75 elementary schools with the worst reading scores in the state to improve how they were teaching reading. Targeted at children who were just learning to read in kindergarten through third grade, the settlement amounted to a little more than $1,000 extra per student. Teachers were trained in evidence-based ways of teaching reading, including an emphasis on phonics and vocabulary. (A few of the 75 original schools didn’t participate or closed down.)\u003c/p>\n\u003cp>A pair of Stanford University education researchers studied whether the settlement made a difference, and their conclusion was that yes, it did. Third graders’ reading scores in 2022 and 2023 rose relative to their peers at comparable schools that weren’t eligible for the settlement payments. Researchers equated the gains to an extra 25% of a year of learning.\u003c/p>\n\u003cp>This right-to-read settlement took place during the pandemic when school closures led to learning losses; reading scores had declined sharply statewide and nationwide. However, test scores were strikingly stable at the schools that benefited from the settlement. More than 30% of the third graders at these lowest performing schools continued to reach Level 2 or higher on the California state reading tests, about the same as in 2019. Third grade reading scores slid at comparison schools between 2019 and 2022 and only began to recover in 2023. (Level 2 equates to slightly below grade-level proficiency with “standard nearly met” but is above the lowest Level 1 “standard not met.”) State testing of all students doesn’t begin until third grade and so there was no standard measure for younger kindergarten, first and second graders.\u003c/p>\n\u003cfigure id=\"attachment_62795\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62795 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/12/image1.png\" alt=\"\" width=\"780\" height=\"755\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/12/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/12/image1-160x155.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/12/image1-768x743.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Blue dots represent the 75 schools that were eligible for the right-to-read settlement program of training and funds. \u003ccite>(Source: Sarah Novicoff and Thomas Dee, Figure A1 of “The Achievement Effects of Scaling Early Literacy Reforms” working paper)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p9\">The settlement’s benefits can seem small. The majority of children in these schools still cannot read well. Even with the reading improvements, more than 65% of the students still scored at the lowest of the four levels on the state’s reading test. But their reading gains are meaningful in the context of a real-life classroom experience for more than 7,000 third graders over two years, not merely a laboratory experiment or a small pilot program. The researchers characterized the reading improvements as larger than those seen in 90% of large-scale classroom interventions, according to a \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0013189X231155154\">\u003cspan class=\"s4\">2023 study\u003c/span>\u003c/a>. They also conducted a cost-benefit analysis and determined that the $50 million literacy program created by the settlement was 13 times more effective than a typical dollar spent at schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p9\">“I wouldn’t call the results super large. I would call them cost effective,” said Jennifer Jennings, a sociologist at Princeton University who was not involved in the study, but attended a presentation of the research in November.\u003c/p>\n\u003cp class=\"p9\">A working paper, “\u003ca href=\"https://edworkingpapers.com/ai23-887\">\u003cspan class=\"s4\">The Achievement Effects of Scaling Early Literacy Reforms\u003c/span>\u003c/a>,” was posted to the website of the Annenberg Institute for School Reform at Brown University on Dec. 4, 2023. It has not yet been published in a peer-reviewed journal, and may still be revised.\u003c/p>\n\u003cp class=\"p9\">Thomas Dee, an economist at Stanford University’s Graduate School of Education who conducted the analysis with doctoral student Sarah Novicoff, says that the reading improvements at the weakest schools in California bolster the evidence for the so-called “science of reading” approach, which has become associated with phonics instruction, but also includes pre-phonics sound awareness, reading fluency, vocabulary building and comprehension skills. Thus far, the best real-world evidence for the science of reading comes from Mississippi, where reading scores dramatically improved after schools changed how they taught reading. But there’s also been a \u003ca href=\"https://fordhaminstitute.org/national/commentary/mississippi-rising-partial-explanation-its-naep-improvement-it-holds-students\">\u003cspan class=\"s4\">debate over whether the state’s policy to hold weak readers back\u003c/span>\u003c/a> in third grade has been a bigger driver of the test score gains than the instructional changes.\u003c/p>\n\u003cp class=\"p9\">The structure of the right-to-read settlement offers a possible blueprint for how to bring evidence-based teaching practices into more classrooms, says Stanford’s Dee. School administrators and teachers both received training in the science of reading approach, but then schools were given the freedom to create their own plans and spend their share of the settlement funds as they saw fit within certain guidelines. The Sacramento County Office of Education served as an outside administrator, approving plans and overseeing them.\u003c/p>\n\u003cp class=\"p9\">“How to drive research to inform practice within schools and within classrooms is the central problem we face in education policy,” said Dee. “When I look at this program, it’s an interesting push and pull of how to do that. Schools were encouraged to do their own planning and tailor what they were doing to their own circumstances. But they also had oversight from a state-designated agency that made sure the money was getting where it was supposed to, that they were doing things in a well-conceived way.”\u003c/p>\n\u003cp class=\"p9\">Some schools hired reading coaches to work with teachers on a regular basis. Others hired more aides to tutor children in small groups. Schools generally elected to spend most of the settlement money on salaries for new staff and extra compensation for current teachers to undergo retraining and less on new instructional materials, such as books or curriculums. By contrast, New York City’s current effort to reform reading instruction began with new curriculum requirements and \u003ca href=\"https://www.chalkbeat.org/newyork/2023/11/27/teachers-want-more-training-for-reading-curriculum-overhaul/\">\u003cspan class=\"s4\">teachers are complaining \u003c/span>\u003c/a>that they haven’t received the training to make the new curriculum work.\u003c/p>\n\u003cp class=\"p9\">It’s unclear if this combination of retraining and money would be as effective in typical schools. The lowest performing schools that received the money tended to be staffed by many younger, rookie teachers who were still learning their craft. These new teachers may have been more open to adopting a new science of reading approach than veteran teachers who have years of experience teaching another way.\u003c/p>\n\u003cp class=\"p9\">That teacher retraining victory may foretell a short-lived success story for the students in these schools. The reason that there were so many new teachers is because teachers quickly burn out and leave high-poverty schools. The newly trained teachers in the science of reading may soon quit too. There’s a risk that all the investment in better teaching could soon evaporate. I’ll be curious to see their reading scores a few years from now.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p9\">\u003ci>This story about\u003c/i> \u003ci>the\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-right-to-read-settlement-spurred-higher-reading-scores-in-californias-lowest-performing-schools-study-finds/\">\u003cspan class=\"s4\">\u003ci>right to read\u003c/i>\u003c/span>\u003c/a>\u003ci> settlement\u003c/i> \u003ci>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/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s4\">\u003ci>Hechinger newsletter.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"Roughly 70 schools received $50 million to adopt a science of reading teaching approach. A new study says it helped.","status":"publish","parent":0,"modified":1701718128,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":1222},"headData":{"title":"‘Right-to-read’ settlement spurred higher reading scores in California’s lowest performing schools, study finds | KQED","description":"About 70 schools received $50 million to adopt a science of reading teaching approach. A new study says it helped.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"About 70 schools received $50 million to adopt a science of reading teaching approach. A new study says it helped."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62794/right-to-read-settlement-spurred-higher-reading-scores-in-californias-lowest-performing-schools-study-finds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p9\">In 2017, public interest lawyers sued California because they claimed that too many low-income Black and Hispanic children weren’t learning to read at school. Filed on behalf of families and teachers at three schools with pitiful reading test scores, the suit was an effort to establish a constitutional right to read. However, before the courts resolved that legal question, the litigants settled the case in 2020.\u003c/p>\n\u003cp class=\"p9\">The settlement itself was noteworthy. The state agreed to give an extra $50 million to 75 elementary schools with the worst reading scores in the state to improve how they were teaching reading. Targeted at children who were just learning to read in kindergarten through third grade, the settlement amounted to a little more than $1,000 extra per student. Teachers were trained in evidence-based ways of teaching reading, including an emphasis on phonics and vocabulary. (A few of the 75 original schools didn’t participate or closed down.)\u003c/p>\n\u003cp>A pair of Stanford University education researchers studied whether the settlement made a difference, and their conclusion was that yes, it did. Third graders’ reading scores in 2022 and 2023 rose relative to their peers at comparable schools that weren’t eligible for the settlement payments. Researchers equated the gains to an extra 25% of a year of learning.\u003c/p>\n\u003cp>This right-to-read settlement took place during the pandemic when school closures led to learning losses; reading scores had declined sharply statewide and nationwide. However, test scores were strikingly stable at the schools that benefited from the settlement. More than 30% of the third graders at these lowest performing schools continued to reach Level 2 or higher on the California state reading tests, about the same as in 2019. Third grade reading scores slid at comparison schools between 2019 and 2022 and only began to recover in 2023. (Level 2 equates to slightly below grade-level proficiency with “standard nearly met” but is above the lowest Level 1 “standard not met.”) State testing of all students doesn’t begin until third grade and so there was no standard measure for younger kindergarten, first and second graders.\u003c/p>\n\u003cfigure id=\"attachment_62795\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62795 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/12/image1.png\" alt=\"\" width=\"780\" height=\"755\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/12/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/12/image1-160x155.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/12/image1-768x743.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Blue dots represent the 75 schools that were eligible for the right-to-read settlement program of training and funds. \u003ccite>(Source: Sarah Novicoff and Thomas Dee, Figure A1 of “The Achievement Effects of Scaling Early Literacy Reforms” working paper)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p9\">The settlement’s benefits can seem small. The majority of children in these schools still cannot read well. Even with the reading improvements, more than 65% of the students still scored at the lowest of the four levels on the state’s reading test. But their reading gains are meaningful in the context of a real-life classroom experience for more than 7,000 third graders over two years, not merely a laboratory experiment or a small pilot program. The researchers characterized the reading improvements as larger than those seen in 90% of large-scale classroom interventions, according to a \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0013189X231155154\">\u003cspan class=\"s4\">2023 study\u003c/span>\u003c/a>. They also conducted a cost-benefit analysis and determined that the $50 million literacy program created by the settlement was 13 times more effective than a typical dollar spent at schools.\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 class=\"p9\">“I wouldn’t call the results super large. I would call them cost effective,” said Jennifer Jennings, a sociologist at Princeton University who was not involved in the study, but attended a presentation of the research in November.\u003c/p>\n\u003cp class=\"p9\">A working paper, “\u003ca href=\"https://edworkingpapers.com/ai23-887\">\u003cspan class=\"s4\">The Achievement Effects of Scaling Early Literacy Reforms\u003c/span>\u003c/a>,” was posted to the website of the Annenberg Institute for School Reform at Brown University on Dec. 4, 2023. It has not yet been published in a peer-reviewed journal, and may still be revised.\u003c/p>\n\u003cp class=\"p9\">Thomas Dee, an economist at Stanford University’s Graduate School of Education who conducted the analysis with doctoral student Sarah Novicoff, says that the reading improvements at the weakest schools in California bolster the evidence for the so-called “science of reading” approach, which has become associated with phonics instruction, but also includes pre-phonics sound awareness, reading fluency, vocabulary building and comprehension skills. Thus far, the best real-world evidence for the science of reading comes from Mississippi, where reading scores dramatically improved after schools changed how they taught reading. But there’s also been a \u003ca href=\"https://fordhaminstitute.org/national/commentary/mississippi-rising-partial-explanation-its-naep-improvement-it-holds-students\">\u003cspan class=\"s4\">debate over whether the state’s policy to hold weak readers back\u003c/span>\u003c/a> in third grade has been a bigger driver of the test score gains than the instructional changes.\u003c/p>\n\u003cp class=\"p9\">The structure of the right-to-read settlement offers a possible blueprint for how to bring evidence-based teaching practices into more classrooms, says Stanford’s Dee. School administrators and teachers both received training in the science of reading approach, but then schools were given the freedom to create their own plans and spend their share of the settlement funds as they saw fit within certain guidelines. The Sacramento County Office of Education served as an outside administrator, approving plans and overseeing them.\u003c/p>\n\u003cp class=\"p9\">“How to drive research to inform practice within schools and within classrooms is the central problem we face in education policy,” said Dee. “When I look at this program, it’s an interesting push and pull of how to do that. Schools were encouraged to do their own planning and tailor what they were doing to their own circumstances. But they also had oversight from a state-designated agency that made sure the money was getting where it was supposed to, that they were doing things in a well-conceived way.”\u003c/p>\n\u003cp class=\"p9\">Some schools hired reading coaches to work with teachers on a regular basis. Others hired more aides to tutor children in small groups. Schools generally elected to spend most of the settlement money on salaries for new staff and extra compensation for current teachers to undergo retraining and less on new instructional materials, such as books or curriculums. By contrast, New York City’s current effort to reform reading instruction began with new curriculum requirements and \u003ca href=\"https://www.chalkbeat.org/newyork/2023/11/27/teachers-want-more-training-for-reading-curriculum-overhaul/\">\u003cspan class=\"s4\">teachers are complaining \u003c/span>\u003c/a>that they haven’t received the training to make the new curriculum work.\u003c/p>\n\u003cp class=\"p9\">It’s unclear if this combination of retraining and money would be as effective in typical schools. The lowest performing schools that received the money tended to be staffed by many younger, rookie teachers who were still learning their craft. These new teachers may have been more open to adopting a new science of reading approach than veteran teachers who have years of experience teaching another way.\u003c/p>\n\u003cp class=\"p9\">That teacher retraining victory may foretell a short-lived success story for the students in these schools. The reason that there were so many new teachers is because teachers quickly burn out and leave high-poverty schools. The newly trained teachers in the science of reading may soon quit too. There’s a risk that all the investment in better teaching could soon evaporate. I’ll be curious to see their reading scores a few years from now.\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 class=\"p9\">\u003ci>This story about\u003c/i> \u003ci>the\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-right-to-read-settlement-spurred-higher-reading-scores-in-californias-lowest-performing-schools-study-finds/\">\u003cspan class=\"s4\">\u003ci>right to read\u003c/i>\u003c/span>\u003c/a>\u003ci> settlement\u003c/i> \u003ci>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/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s4\">\u003ci>Hechinger newsletter.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62794/right-to-read-settlement-spurred-higher-reading-scores-in-californias-lowest-performing-schools-study-finds","authors":["byline_mindshift_62794"],"categories":["mindshift_21504"],"tags":["mindshift_207","mindshift_21539","mindshift_444","mindshift_21241","mindshift_550","mindshift_21856","mindshift_21616","mindshift_21857"],"featImg":"mindshift_62799","label":"mindshift"},"mindshift_62409":{"type":"posts","id":"mindshift_62409","meta":{"index":"posts_1591205157","site":"mindshift","id":"62409","score":null,"sort":[1695204002000]},"guestAuthors":[],"slug":"how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school","title":"How bibliocounseling can create space for Black girls and girls of color to connect in school","publishDate":1695204002,"format":"standard","headTitle":"How bibliocounseling can create space for Black girls and girls of color to connect in school | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Like many school counselors, Christina Tillery had trouble reaching kids during the first year of the COVID-19 pandemic. In the 2020-21 school year, only 100 out of 1800 students opted for in-person learning at\u003c/span>\u003cspan style=\"font-weight: 400\"> her school, while \u003c/span>\u003cspan style=\"font-weight: 400\">her office remained in the building. Despite the challenges, Tillery used the opportunity to develop programming that could help her connect with students in new ways. Through many brainstorming sessions, she planned a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50642/how-bibliotherapy-can-help-students-open-up-about-their-mental-health\">\u003cspan style=\"font-weight: 400\">bibliocounseling group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which she launched the next year. This group used literature to “facilitate therapeutic conversations and promote emotional well-being,” Tillery explained in a workshop at the American School Counselors Association (ASCA) \u003c/span>\u003ca href=\"https://ascaconferences.org/2023/\">\u003cspan style=\"font-weight: 400\">conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The bibliotherapy group brought together about a dozen students together under the supervision of Tillery and another school counselor at Highland Springs High School, a public school in the suburbs of Richmond, Virginia. This group read a book together and met weekly six times to discuss the themes, conflicts and relevance to their own lives. In the 2021-22 school year, many students were in the first uninterrupted school year since the start of the pandemic, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59379/4-high-school-students-talk-mental-health-and-how-the-pandemic-changed-them\">\u003cspan style=\"font-weight: 400\">readjusting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the social world of school \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59540/pandemic-effect-more-fights-and-class-disruptions-new-data-show\">\u003cspan style=\"font-weight: 400\">was rocky\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Against this backdrop, Tillery’s bibliocounseling group was a hit, and she said she loved sitting back and seeing the students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">\u003cspan style=\"font-weight: 400\">share and connect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with each other over vulnerable topics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tillery has continued organizing a bibliotherapy group each year. At the ASCA conference, she discussed how bibliocounseling can be used to create affinity groups for Black girls and girls of color. Tillery’s school \u003c/span>\u003ca href=\"https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?ID=510189000809\">\u003cspan style=\"font-weight: 400\">serves a predominantly Black population\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tillery, too, is Black and lives in the school community. “I feel like I have a good relationship with the community,” she said. Many school counselors, however, work with student populations whose race and ethnicity \u003c/span>\u003ca href=\"https://www.kqed.org/news/11895538/representation-matters-the-case-for-more-black-counselors-in-k-12-schools\">\u003cspan style=\"font-weight: 400\">differ from their own\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to ASCA, \u003c/span>\u003ca href=\"https://www.schoolcounselor.org/getmedia/9c1d81ab-2484-4615-9dd7-d788a241beaf/member-demographics.pdf\">\u003cspan style=\"font-weight: 400\">almost three-quarters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of its members are white, while \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">\u003cspan style=\"font-weight: 400\">less than half of K-12 public school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are white. At the conference, white counselors in several sessions asked about building their capacity to better support students of color. \u003c/span>\u003cspan style=\"font-weight: 400\">In her session, Tillery said white counselors can be \u003c/span>\u003ca href=\"https://www.teachingwhilewhite.org/being-a-coconspirator\">\u003cspan style=\"font-weight: 400\">co-conspirators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students who come to them with experiences of racism.\u003c/span>\u003cspan style=\"font-weight: 400\"> She identified common systemic barriers that Black girls and girls of color face within the K-12 education system, including: racial \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58323/how-to-lay-the-groundwork-for-antibias-and-antiracist-teaching\">\u003cspan style=\"font-weight: 400\">bias\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, disproportionate \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=9FKUNLrMXic\">\u003cspan style=\"font-weight: 400\">discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, limited representation in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61220/illinois-teachers-create-black-history-courses-to-fill-in-gaps-in-u-s-history-for-students\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">opportunity gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, lack of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58492/how-do-you-cultivate-genius-in-all-students\">\u003cspan style=\"font-weight: 400\">culturally responsive supports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inequitable resource allocation like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\">\u003cspan style=\"font-weight: 400\">mental health services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and cultural and language barriers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While bibliocounseling is not designed to address every systemic barrier head on, Tillery said it can help Black girls and girls of color connect with each other about their everyday struggles. \u003c/span>\u003cspan style=\"font-weight: 400\">For Tillery’s first bibliocounseling group, the topics were clear: teen dating, teen relationships and teen intimate partner violence. Tillery and her colleagues had heard a lot of concerns from students related to these issues. By picking this focus, Tillery hoped to validate students’ feelings and experiences and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help\">\u003cspan style=\"font-weight: 400\">help them navigate difficult relationships in positive ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best themes and books for bibliocounseling will vary by school. Teachers and librarians can also partner with counselors to offer bibliotherapy programs. Tillery offered the following \u003ca href=\"https://docs.google.com/document/d/1hMXlpBVKsBQ3UvqBSVk4QLH-8hDpMMYyOomdV6WnwFI/edit\">advice for those interested in starting bibliocounseling affinity groups\u003c/a> for high school students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Figure out your program’s purpose and goals. Determining these will help to define a topic for that year’s reading topic.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Rely on resources found online as well as local and school librarians to find the right book.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read the text in full before recommending it to a group of students. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Gather permissions from parents and caregivers and issue content warnings pertaining to the material as a part of the permission gathering process.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use Google forms, QR codes, posters, and the school’s learning management system to gauge student interest in the group.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Incentivize completion of the bibliocounseling group interest form with a raffle or reward.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reach out to students who are often left out of activities,or who may not have had the opportunity to be a part of affinity groups in the past. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reach out to local literacy groups, libraries, non-profit organizations and even social media to acquire the books for students. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Bibliotherapy uses literature to facilitate therapeutic conversations and promote emotional well-being. One school counselor recommends bibliocounseling for affinity groups where students can share their everyday struggles.","status":"publish","parent":0,"modified":1695179003,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":714},"headData":{"title":"How bibliocounseling can create space for Black girls and girls of color to connect in school | KQED","description":"A school counselor shares how she uses bibliotherapy in affinity groups where students can share their everyday struggles.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A school counselor shares how she uses bibliotherapy in affinity groups where students can share their everyday struggles."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Like many school counselors, Christina Tillery had trouble reaching kids during the first year of the COVID-19 pandemic. In the 2020-21 school year, only 100 out of 1800 students opted for in-person learning at\u003c/span>\u003cspan style=\"font-weight: 400\"> her school, while \u003c/span>\u003cspan style=\"font-weight: 400\">her office remained in the building. Despite the challenges, Tillery used the opportunity to develop programming that could help her connect with students in new ways. Through many brainstorming sessions, she planned a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50642/how-bibliotherapy-can-help-students-open-up-about-their-mental-health\">\u003cspan style=\"font-weight: 400\">bibliocounseling group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which she launched the next year. This group used literature to “facilitate therapeutic conversations and promote emotional well-being,” Tillery explained in a workshop at the American School Counselors Association (ASCA) \u003c/span>\u003ca href=\"https://ascaconferences.org/2023/\">\u003cspan style=\"font-weight: 400\">conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The bibliotherapy group brought together about a dozen students together under the supervision of Tillery and another school counselor at Highland Springs High School, a public school in the suburbs of Richmond, Virginia. This group read a book together and met weekly six times to discuss the themes, conflicts and relevance to their own lives. In the 2021-22 school year, many students were in the first uninterrupted school year since the start of the pandemic, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59379/4-high-school-students-talk-mental-health-and-how-the-pandemic-changed-them\">\u003cspan style=\"font-weight: 400\">readjusting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the social world of school \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59540/pandemic-effect-more-fights-and-class-disruptions-new-data-show\">\u003cspan style=\"font-weight: 400\">was rocky\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Against this backdrop, Tillery’s bibliocounseling group was a hit, and she said she loved sitting back and seeing the students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">\u003cspan style=\"font-weight: 400\">share and connect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with each other over vulnerable topics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tillery has continued organizing a bibliotherapy group each year. At the ASCA conference, she discussed how bibliocounseling can be used to create affinity groups for Black girls and girls of color. Tillery’s school \u003c/span>\u003ca href=\"https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?ID=510189000809\">\u003cspan style=\"font-weight: 400\">serves a predominantly Black population\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tillery, too, is Black and lives in the school community. “I feel like I have a good relationship with the community,” she said. Many school counselors, however, work with student populations whose race and ethnicity \u003c/span>\u003ca href=\"https://www.kqed.org/news/11895538/representation-matters-the-case-for-more-black-counselors-in-k-12-schools\">\u003cspan style=\"font-weight: 400\">differ from their own\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to ASCA, \u003c/span>\u003ca href=\"https://www.schoolcounselor.org/getmedia/9c1d81ab-2484-4615-9dd7-d788a241beaf/member-demographics.pdf\">\u003cspan style=\"font-weight: 400\">almost three-quarters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of its members are white, while \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">\u003cspan style=\"font-weight: 400\">less than half of K-12 public school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are white. At the conference, white counselors in several sessions asked about building their capacity to better support students of color. \u003c/span>\u003cspan style=\"font-weight: 400\">In her session, Tillery said white counselors can be \u003c/span>\u003ca href=\"https://www.teachingwhilewhite.org/being-a-coconspirator\">\u003cspan style=\"font-weight: 400\">co-conspirators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students who come to them with experiences of racism.\u003c/span>\u003cspan style=\"font-weight: 400\"> She identified common systemic barriers that Black girls and girls of color face within the K-12 education system, including: racial \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58323/how-to-lay-the-groundwork-for-antibias-and-antiracist-teaching\">\u003cspan style=\"font-weight: 400\">bias\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, disproportionate \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=9FKUNLrMXic\">\u003cspan style=\"font-weight: 400\">discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, limited representation in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61220/illinois-teachers-create-black-history-courses-to-fill-in-gaps-in-u-s-history-for-students\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">opportunity gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, lack of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58492/how-do-you-cultivate-genius-in-all-students\">\u003cspan style=\"font-weight: 400\">culturally responsive supports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inequitable resource allocation like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\">\u003cspan style=\"font-weight: 400\">mental health services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and cultural and language barriers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While bibliocounseling is not designed to address every systemic barrier head on, Tillery said it can help Black girls and girls of color connect with each other about their everyday struggles. \u003c/span>\u003cspan style=\"font-weight: 400\">For Tillery’s first bibliocounseling group, the topics were clear: teen dating, teen relationships and teen intimate partner violence. Tillery and her colleagues had heard a lot of concerns from students related to these issues. By picking this focus, Tillery hoped to validate students’ feelings and experiences and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help\">\u003cspan style=\"font-weight: 400\">help them navigate difficult relationships in positive ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best themes and books for bibliocounseling will vary by school. Teachers and librarians can also partner with counselors to offer bibliotherapy programs. Tillery offered the following \u003ca href=\"https://docs.google.com/document/d/1hMXlpBVKsBQ3UvqBSVk4QLH-8hDpMMYyOomdV6WnwFI/edit\">advice for those interested in starting bibliocounseling affinity groups\u003c/a> for high school students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Figure out your program’s purpose and goals. Determining these will help to define a topic for that year’s reading topic.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Rely on resources found online as well as local and school librarians to find the right book.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read the text in full before recommending it to a group of students. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Gather permissions from parents and caregivers and issue content warnings pertaining to the material as a part of the permission gathering process.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use Google forms, QR codes, posters, and the school’s learning management system to gauge student interest in the group.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Incentivize completion of the bibliocounseling group interest form with a raffle or reward.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reach out to students who are often left out of activities,or who may not have had the opportunity to be a part of affinity groups in the past. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reach out to local literacy groups, libraries, non-profit organizations and even social media to acquire the books for students. \u003c/span>\u003c/li>\n\u003c/ul>\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school","authors":["11759"],"categories":["mindshift_21357","mindshift_21280"],"tags":["mindshift_21617","mindshift_21322","mindshift_21202","mindshift_21342","mindshift_972","mindshift_444","mindshift_20865","mindshift_550","mindshift_21337","mindshift_943"],"featImg":"mindshift_62413","label":"mindshift"},"mindshift_62154":{"type":"posts","id":"mindshift_62154","meta":{"index":"posts_1591205157","site":"mindshift","id":"62154","score":null,"sort":[1691553654000]},"guestAuthors":[],"slug":"proven-classroom-strategies-for-winning-over-reluctant-readers","title":"Proven classroom strategies for winning over reluctant readers","publishDate":1691553654,"format":"standard","headTitle":"Proven classroom strategies for winning over reluctant readers | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cem>From \u003ca href=\"https://stenhouse.com/products/9781625315304_welcome-to-reading-workshop\">Welcome to Reading Workshop\u003c/a> by Lynne Dorfman and Brenda Krupp ©2023. Stenhouse Publishers, reproduced with permission of \u003ca href=\"https://stenhouse.com/\">Stenhouse Publishers\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>On a warm August evening, Brenda sits with her computer and a handful of envelopes. She eagerly opens the first envelope and begins to read. “Thank you for asking about our daughter Claire. . .” the letter begins. Each year Brenda sends a small survey along with her welcome-back-to-school letter to the parents, caregivers, or guardians of her incoming students. She asks them to introduce their precious children to her by describing them and answering some simple questions. What are your child’s interests? Likes and dislikes?\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">Strengths\u003c/a> and needs? What are your hopes and dreams for your child this year? And \u003cem>what does your child like to read? \u003c/em>Brenda reads each letter and questionnaire, taking notes, in preparation for meeting each student. These little tidbits of information will help Brenda \u003ca href=\"https://www.kqed.org/mindshift/60515/matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging\">find books for her students\u003c/a> on day one. Reading each letter begins the process of creating a classroom community of readers.\u003c/p>\n\u003cp>Creating a lifelong reader begins with our classroom community: a place where readers can \u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">meet, discuss, debate, and borrow each other’s ideas\u003c/a>; a place where readers know their thoughts are valued and \u003ca href=\"https://www.kqed.org/mindshift/60123/why-student-voice-should-be-central-to-school-libraries\">their voices will be heard\u003c/a>; a place where teachers demonstrate that they live a readerly life — \u003ca href=\"https://www.kqed.org/mindshift/62149/how-teachers-can-rediscover-the-joy-of-recreational-reading\">sharing their passion for reading\u003c/a> with their students.\u003c/p>\n\u003cp>Of course, \u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">helping students become lifelong readers\u003c/a> requires in-class time to read independently. But they’ll need more than time. How do we build a safe place for all readers? It starts with an empty classroom that is full of promise.\u003c/p>\n\u003ch2>Creating a Safe Place for All Readers\u003c/h2>\n\u003cp>Developing a sense of safety is fundamental to a community of readers. In order to help students become more engaged, strategic readers, we need to hear from them about what is going on in their minds as they are reading. Our readers should feel comfortable about relating their excitement, confusion, disagreement, and even their disengagement with texts. They should understand that \u003ca href=\"https://www.kqed.org/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives\">different readers bring different resources and perspectives\u003c/a> that help the community interpret and deepen their understanding of complex texts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a safe place, readers understand that their ideas, thoughts, and questions have a place in classroom conversations. They know that their thinking is valued and makes a difference. In this community, risk-taking can become commonplace, encouraged, and fostered. \u003ca href=\"https://www.regieroutman.org/books/\">Regie Routman\u003c/a> encourages us to see the classroom through our students’ eyes. In \u003cem>Literacy Essentials: Engagement, Excellence, and Equity for All Learners\u003c/em>, Routman states: “If we truly want students to excel, we need to be sure the setting, tone, and classroom culture encourage and enhance risk taking, deep conversations, and meaningful learning.” Who are the readers who enter our classrooms on the first day of school, and how do we create a safe community where they can thrive?\u003c/p>\n\u003ch2>Getting to Know Our Students\u003c/h2>\n\u003cp>Our readers come to school with individual tastes and desires. They see themselves as readers of comic books, chapter books, pictures books, and magazines. However, there are many students who do not read and do not care to join the “literacy club.” Our job is to find out as much as we can about these readers and welcome them to our reading community. We can begin with an easy-to-use interest survey or simply have a whole group discussion about the kinds of books we enjoy reading. Sharing books on topics that \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">appeal to the age level and the cultural identities of our students\u003c/a> is one way of building interest. We could ask students to join us in creating a bulletin board to advertise our favorites — books we’ve read and returned to more than once. We might also ask students to share an autobiographical sketch of their reading identity. The idea here is to get kids talking about books in positive ways while sharing their reading identities and interests.\u003c/p>\n\u003cfigure id=\"attachment_62155\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62155\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1.png\" alt=\"Fourth graders create autobiographical sketches as they respond to questions that help them think about their reading identity.\" width=\"1500\" height=\"1592\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1.png 1500w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-800x849.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-1020x1083.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-160x170.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-768x815.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-1447x1536.png 1447w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Fourth graders create autobiographical sketches as they respond to questions that help them think about their reading identity. \u003ccite>(Reproduced with permission of Stenhouse Publishers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>We can begin to establish a community of readers with a review of students’ past reading habits, in school and out of school. We might place students into small groups to give mini–book talks about what they read last year or over the summer during the first few weeks of school. Teachers may want to sit in on one or several groups to informally evaluate students, listening to conversations and writing down important observations. These observations can lead to individual reading conferences where teachers learn more about students’ reading habits, what they take away from a book, and how they handle reading challenges on their own. These conversations can help us set goals for the first few weeks of school. The goal here is to learn a great deal about our new students as readers right away. By allowing children to talk about the books they’ve already read and value, we eliminate the pressure to “correctly” choose a first book during reading workshop. When we spend time giving our students a chance to chat about their favorites, we immediately create a positive tone, partnerships begin to form (kids gravitate to other kids who read the same books, author, or genre), and we’ve already conducted formative assessment without making students feel anxious.\u003c/p>\n\u003cp>In any one classroom, there are many kinds of readers. We want all our students to accept and respect the preferences of their peers. Reading workshop is the safe place that we celebrate \u003cem>all \u003c/em>readers for the choices they make and the reading they do, not just the readers who have read the greatest number of pages or the highest number of books. It means the community celebrates with Seth and Alia when they finish their first chapter book as third graders or when Drew, a fifth grader, shares that he has just finished reading an entire book for the first time by Halloween.\u003c/p>\n\u003ch2>Building a Community through Conversation: Learning to Listen and Respond\u003c/h2>\n\u003cp>In our reading workshop, we usually designate a place where readers can gather as a community to have readerly conversations and learn from each other. This closeness is one way to help students bond and it provides an opportunity to learn how to talk to each other. It is through these conversations that a community begins to form as children talk with many peers and as a class, letting others’ thinking in and growing their reading identities.\u003c/p>\n\u003cfigure id=\"attachment_62156\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62156 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2.png\" alt='Examples of reading autobiographies displayed on a classroom door: each has a head drawn at the topi with a student name, and below in multiple blocks of handwritten text, students wrote autobiographical details about themselves related to reading, such as \"I like to read historical fiction.\"' width=\"1024\" height=\"690\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2.png 1024w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-800x539.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-1020x687.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-160x108.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-768x518.png 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Third graders share their thinking about their independent reading choices. \u003ccite>(Reproduced with permission of Stenhouse Publishers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In \u003cem>Reading Essentials\u003c/em>, Routman encourages us to create structures that maximize participation and learning. These include small group discussions about books in literature circles and book clubs, student-led literature discussions, partner reading, and shared reading opportunities. Learning how to maximize our time for conversations instead of teacher-led Q&As will help students build confidence and develop their unique voices. Brenda begins by modeling how to turn and talk, intentionally helping children learn to face each other, make eye contact, and listen to each other’s ideas and opinions, then how to respond to each other. All voices must be heard.\u003c/p>\n\u003cp>We try to make initial conversations non-threatening and light. \u003cem>Where did you read last night? What is surprising to you in the read-aloud? Which character in our read-aloud would you like to have lunch with?\u003c/em>\u003c/p>\n\u003cp>As the children become more comfortable with each other, we can support their conversations with \u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">more personal connections to what is being read as well as personal insights\u003c/a>. We ask children to share their conversations, sometimes asking them to share their partner’s thinking rather than their own — which feels safer for many kids (especially in the beginning of the year) and also requires them to be active listeners.\u003c/p>\n\u003cp>During these conversations (as well as instructional time and in individual conferences), it is helpful if the teacher refers to the class as readers. “Readers, today as we gather on the rug to begin reading workshop, I would like you to think about the reasons you choose a book to read on your own.” By calling our students “readers” as often as possible, we highlight this part of their identity and — if they’re not quite there yet — invite them to begin to see themselves as readers. Bringing our class together as a community to talk about books and reading sends the message that we are all learning to read together.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62159 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-800x810.jpeg\" alt=\"Photo of author Brenda J. Krupp\" width=\"167\" height=\"169\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-800x810.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-1020x1033.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-160x162.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-768x778.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo.jpeg 1256w\" sizes=\"(max-width: 167px) 100vw, 167px\">\u003ca href=\"https://twitter.com/brenkrupp\">Brenda J. Krupp\u003c/a> has 33 years of experience as a classroom teacher and staff development coach in the Souderton Area School District in Pennsylvania. She has worked with the National Writing Project and the state affiliate (PA Writing and Literature Project) as a co-director for the Summer Invitational Institute and as a presenter at National Council of Teachers of English (NCTE) conference, Keystone State Literacy Association conference, as well as local conferences.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/lynnerdorfman\">Lynne R. Dorfman\u003c/a> has 38 years of experience in Upper Moreland\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62158 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-800x1013.jpg\" alt=\"photo of author Lynne R. Dorfman\" width=\"126\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-800x1013.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-1020x1291.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-160x203.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-768x972.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo.jpg 1094w\" sizes=\"(max-width: 126px) 100vw, 126px\"> Township School District in Pennsylvania as classroom teacher, gifted education teacher K–5, writing and literacy coach, reading specialist and staff developer. Dorfman has co-authored many books including Mentor Texts, 2nd Edition: Teaching Writing Through Children’s Literature, K–6 and Welcome to Writing Workshop: Engaging Today’s Students with a Model That Works. Currently, she’s an adjunct professor for Arcadia University and independent literacy consultant.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Authors Brenda J. Krupp and Lynne R. Dorfman write that creating lifelong readers requires more than in-class reading time. It begins with a classroom community where readers can meet, discuss, debate, and borrow each other’s ideas.","status":"publish","parent":0,"modified":1691553455,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1612},"headData":{"title":"Proven classroom strategies for winning over reluctant readers | KQED","description":"Creating lifelong readers requires more than in-class reading time. It begins with a class community where readers can discuss, debate, and borrow ideas.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Creating lifelong readers requires more than in-class reading time. It begins with a class community where readers can discuss, debate, and borrow ideas."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>From \u003ca href=\"https://stenhouse.com/products/9781625315304_welcome-to-reading-workshop\">Welcome to Reading Workshop\u003c/a> by Lynne Dorfman and Brenda Krupp ©2023. Stenhouse Publishers, reproduced with permission of \u003ca href=\"https://stenhouse.com/\">Stenhouse Publishers\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>On a warm August evening, Brenda sits with her computer and a handful of envelopes. She eagerly opens the first envelope and begins to read. “Thank you for asking about our daughter Claire. . .” the letter begins. Each year Brenda sends a small survey along with her welcome-back-to-school letter to the parents, caregivers, or guardians of her incoming students. She asks them to introduce their precious children to her by describing them and answering some simple questions. What are your child’s interests? Likes and dislikes?\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">Strengths\u003c/a> and needs? What are your hopes and dreams for your child this year? And \u003cem>what does your child like to read? \u003c/em>Brenda reads each letter and questionnaire, taking notes, in preparation for meeting each student. These little tidbits of information will help Brenda \u003ca href=\"https://www.kqed.org/mindshift/60515/matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging\">find books for her students\u003c/a> on day one. Reading each letter begins the process of creating a classroom community of readers.\u003c/p>\n\u003cp>Creating a lifelong reader begins with our classroom community: a place where readers can \u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">meet, discuss, debate, and borrow each other’s ideas\u003c/a>; a place where readers know their thoughts are valued and \u003ca href=\"https://www.kqed.org/mindshift/60123/why-student-voice-should-be-central-to-school-libraries\">their voices will be heard\u003c/a>; a place where teachers demonstrate that they live a readerly life — \u003ca href=\"https://www.kqed.org/mindshift/62149/how-teachers-can-rediscover-the-joy-of-recreational-reading\">sharing their passion for reading\u003c/a> with their students.\u003c/p>\n\u003cp>Of course, \u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">helping students become lifelong readers\u003c/a> requires in-class time to read independently. But they’ll need more than time. How do we build a safe place for all readers? It starts with an empty classroom that is full of promise.\u003c/p>\n\u003ch2>Creating a Safe Place for All Readers\u003c/h2>\n\u003cp>Developing a sense of safety is fundamental to a community of readers. In order to help students become more engaged, strategic readers, we need to hear from them about what is going on in their minds as they are reading. Our readers should feel comfortable about relating their excitement, confusion, disagreement, and even their disengagement with texts. They should understand that \u003ca href=\"https://www.kqed.org/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives\">different readers bring different resources and perspectives\u003c/a> that help the community interpret and deepen their understanding of complex texts.\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>In a safe place, readers understand that their ideas, thoughts, and questions have a place in classroom conversations. They know that their thinking is valued and makes a difference. In this community, risk-taking can become commonplace, encouraged, and fostered. \u003ca href=\"https://www.regieroutman.org/books/\">Regie Routman\u003c/a> encourages us to see the classroom through our students’ eyes. In \u003cem>Literacy Essentials: Engagement, Excellence, and Equity for All Learners\u003c/em>, Routman states: “If we truly want students to excel, we need to be sure the setting, tone, and classroom culture encourage and enhance risk taking, deep conversations, and meaningful learning.” Who are the readers who enter our classrooms on the first day of school, and how do we create a safe community where they can thrive?\u003c/p>\n\u003ch2>Getting to Know Our Students\u003c/h2>\n\u003cp>Our readers come to school with individual tastes and desires. They see themselves as readers of comic books, chapter books, pictures books, and magazines. However, there are many students who do not read and do not care to join the “literacy club.” Our job is to find out as much as we can about these readers and welcome them to our reading community. We can begin with an easy-to-use interest survey or simply have a whole group discussion about the kinds of books we enjoy reading. Sharing books on topics that \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">appeal to the age level and the cultural identities of our students\u003c/a> is one way of building interest. We could ask students to join us in creating a bulletin board to advertise our favorites — books we’ve read and returned to more than once. We might also ask students to share an autobiographical sketch of their reading identity. The idea here is to get kids talking about books in positive ways while sharing their reading identities and interests.\u003c/p>\n\u003cfigure id=\"attachment_62155\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62155\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1.png\" alt=\"Fourth graders create autobiographical sketches as they respond to questions that help them think about their reading identity.\" width=\"1500\" height=\"1592\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1.png 1500w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-800x849.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-1020x1083.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-160x170.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-768x815.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-1447x1536.png 1447w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Fourth graders create autobiographical sketches as they respond to questions that help them think about their reading identity. \u003ccite>(Reproduced with permission of Stenhouse Publishers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>We can begin to establish a community of readers with a review of students’ past reading habits, in school and out of school. We might place students into small groups to give mini–book talks about what they read last year or over the summer during the first few weeks of school. Teachers may want to sit in on one or several groups to informally evaluate students, listening to conversations and writing down important observations. These observations can lead to individual reading conferences where teachers learn more about students’ reading habits, what they take away from a book, and how they handle reading challenges on their own. These conversations can help us set goals for the first few weeks of school. The goal here is to learn a great deal about our new students as readers right away. By allowing children to talk about the books they’ve already read and value, we eliminate the pressure to “correctly” choose a first book during reading workshop. When we spend time giving our students a chance to chat about their favorites, we immediately create a positive tone, partnerships begin to form (kids gravitate to other kids who read the same books, author, or genre), and we’ve already conducted formative assessment without making students feel anxious.\u003c/p>\n\u003cp>In any one classroom, there are many kinds of readers. We want all our students to accept and respect the preferences of their peers. Reading workshop is the safe place that we celebrate \u003cem>all \u003c/em>readers for the choices they make and the reading they do, not just the readers who have read the greatest number of pages or the highest number of books. It means the community celebrates with Seth and Alia when they finish their first chapter book as third graders or when Drew, a fifth grader, shares that he has just finished reading an entire book for the first time by Halloween.\u003c/p>\n\u003ch2>Building a Community through Conversation: Learning to Listen and Respond\u003c/h2>\n\u003cp>In our reading workshop, we usually designate a place where readers can gather as a community to have readerly conversations and learn from each other. This closeness is one way to help students bond and it provides an opportunity to learn how to talk to each other. It is through these conversations that a community begins to form as children talk with many peers and as a class, letting others’ thinking in and growing their reading identities.\u003c/p>\n\u003cfigure id=\"attachment_62156\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62156 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2.png\" alt='Examples of reading autobiographies displayed on a classroom door: each has a head drawn at the topi with a student name, and below in multiple blocks of handwritten text, students wrote autobiographical details about themselves related to reading, such as \"I like to read historical fiction.\"' width=\"1024\" height=\"690\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2.png 1024w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-800x539.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-1020x687.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-160x108.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-768x518.png 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Third graders share their thinking about their independent reading choices. \u003ccite>(Reproduced with permission of Stenhouse Publishers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In \u003cem>Reading Essentials\u003c/em>, Routman encourages us to create structures that maximize participation and learning. These include small group discussions about books in literature circles and book clubs, student-led literature discussions, partner reading, and shared reading opportunities. Learning how to maximize our time for conversations instead of teacher-led Q&As will help students build confidence and develop their unique voices. Brenda begins by modeling how to turn and talk, intentionally helping children learn to face each other, make eye contact, and listen to each other’s ideas and opinions, then how to respond to each other. All voices must be heard.\u003c/p>\n\u003cp>We try to make initial conversations non-threatening and light. \u003cem>Where did you read last night? What is surprising to you in the read-aloud? Which character in our read-aloud would you like to have lunch with?\u003c/em>\u003c/p>\n\u003cp>As the children become more comfortable with each other, we can support their conversations with \u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">more personal connections to what is being read as well as personal insights\u003c/a>. We ask children to share their conversations, sometimes asking them to share their partner’s thinking rather than their own — which feels safer for many kids (especially in the beginning of the year) and also requires them to be active listeners.\u003c/p>\n\u003cp>During these conversations (as well as instructional time and in individual conferences), it is helpful if the teacher refers to the class as readers. “Readers, today as we gather on the rug to begin reading workshop, I would like you to think about the reasons you choose a book to read on your own.” By calling our students “readers” as often as possible, we highlight this part of their identity and — if they’re not quite there yet — invite them to begin to see themselves as readers. Bringing our class together as a community to talk about books and reading sends the message that we are all learning to read together.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62159 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-800x810.jpeg\" alt=\"Photo of author Brenda J. Krupp\" width=\"167\" height=\"169\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-800x810.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-1020x1033.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-160x162.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-768x778.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo.jpeg 1256w\" sizes=\"(max-width: 167px) 100vw, 167px\">\u003ca href=\"https://twitter.com/brenkrupp\">Brenda J. Krupp\u003c/a> has 33 years of experience as a classroom teacher and staff development coach in the Souderton Area School District in Pennsylvania. She has worked with the National Writing Project and the state affiliate (PA Writing and Literature Project) as a co-director for the Summer Invitational Institute and as a presenter at National Council of Teachers of English (NCTE) conference, Keystone State Literacy Association conference, as well as local conferences.\u003c/em>\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>\u003ca href=\"https://twitter.com/lynnerdorfman\">Lynne R. Dorfman\u003c/a> has 38 years of experience in Upper Moreland\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62158 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-800x1013.jpg\" alt=\"photo of author Lynne R. Dorfman\" width=\"126\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-800x1013.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-1020x1291.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-160x203.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-768x972.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo.jpg 1094w\" sizes=\"(max-width: 126px) 100vw, 126px\"> Township School District in Pennsylvania as classroom teacher, gifted education teacher K–5, writing and literacy coach, reading specialist and staff developer. Dorfman has co-authored many books including Mentor Texts, 2nd Edition: Teaching Writing Through Children’s Literature, K–6 and Welcome to Writing Workshop: Engaging Today’s Students with a Model That Works. Currently, she’s an adjunct professor for Arcadia University and independent literacy consultant.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers","authors":["4354"],"categories":["mindshift_21491","mindshift_194","mindshift_193"],"tags":["mindshift_21745","mindshift_972","mindshift_20997","mindshift_687","mindshift_444","mindshift_21720","mindshift_550","mindshift_21465"],"featImg":"mindshift_62161","label":"mindshift"},"mindshift_62149":{"type":"posts","id":"mindshift_62149","meta":{"index":"posts_1591205157","site":"mindshift","id":"62149","score":null,"sort":[1691381654000]},"guestAuthors":[],"slug":"how-teachers-can-rediscover-the-joy-of-recreational-reading","title":"How teachers can rediscover the joy of recreational reading","publishDate":1691381654,"format":"standard","headTitle":"How teachers can rediscover the joy of recreational reading | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Educators, particularly English Language Arts teachers and librarians, play a critical role in cultivating students’ love for reading. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/1999-10269-001\">\u003cspan style=\"font-weight: 400\">Studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have shown that teachers who are passionate readers bring valuable \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ955057\">\u003cspan style=\"font-weight: 400\">literacy practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the classroom. However, in their efforts to improve students’ reading abilities, it is important not to overlook the reading habits and needs of educators themselves. Even though most teachers understand the importance of reading for fun, \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/19388070802443700\">\u003cspan style=\"font-weight: 400\">a study looking at teachers’ reading practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that nearly half of teachers do not read for pleasure regularly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to do things after work to pour into your spirit, and reading may not be at the top of that list,” said literacy educator \u003c/span>\u003ca href=\"https://twitter.com/Lit_Bark\">\u003cspan style=\"font-weight: 400\">Lois Marshall Barker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who has over 14 years of experience as a classroom teacher, instructional coach and professional development and curriculum specialist. Despite a \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-8.html\">\u003cspan style=\"font-weight: 400\">recent RAND survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> indicating that teachers’ stress levels have returned to pre-pandemic levels, 23% of teachers said they intended to leave their jobs, with stress being one of the top reasons. Research shows reading can relieve \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED496343.pdf\">\u003cspan style=\"font-weight: 400\">stress and help people develop overall empathy skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And a well-developed school culture around reading can help teachers access these benefits and avoid burnout, according to Barker. \u003c/span>\u003cspan style=\"font-weight: 400\">At \u003ca href=\"https://gathering.theeducatorcollaborative.com/\">The Educator Collaborative’s biannual Gathering\u003c/a> last spring, she outlined ways teachers can carve out space to nurture their reading habits.\u003c/span>\u003c/p>\n\u003ch2>Examine your reading journey\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every reader has a relationship to reading that has changed over time. Barker calls this a reading journey. By reflecting on the events that have shaped their journey, teachers can gain insights into their own reading habits and preferences. She encouraged teachers to think about questions like, “When did you first encounter reading?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Equally important is examining the factors that might hinder teachers’ reading habits. By thinking about questions like, “What prevents you from reading?” teachers can identify potential obstacles, such as lack of time and competing priorities, that might impact their reading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, in many parts of the country, there has been an increase in efforts to ban or censor certain books, which has had a direct impact on teachers’ freedom to engage in open discussions about their reading choices. In a recent \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA134-16.html\">\u003cspan style=\"font-weight: 400\">survey by the RAND Corporation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one-quarter of teachers said that restrictions on how they talk about race and gender have influenced their choice of curriculum materials and discussion topics. A subset of the teachers surveyed — most of them language arts or elementary education teachers — described how the restrictions have made teaching “more stressful, fear inducing, and difficult.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Responses Barker collected from her coaching sessions and professional development debriefs with teachers are consistent with the survey data. A ninth grade teacher in Florida told her that teachers at her school used to have a robust reading culture with book swaps. However, the recent push to ban books has led to a sense of insecurity among teachers. “Now we don’t feel safe even talking about what we read. We are frustrated and so are the kids,” the teacher said to Barker. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To the extent that teachers feel safe, staying active in the conversations and legislation on book bans can help teachers feel more empowered and informed, said Barker: “Flood your politicians’ emails, phone lines, mailboxes, letting them know the harm that their actions and their words are having on students and our communities.” For teachers who are in riskier settings, she recommends finding or creating a community they can trust and avoiding sharing specifics on social media.\u003c/span>\u003c/p>\n\u003ch2>Be open about what reading is for you\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators, faced with busy schedules and numerous responsibilities, may opt for shorter reading options like magazines or online blogs. Barker acknowledged that teachers may feel shame about their personal reading choices because they see these texts as less rigorous. These feelings can ultimately deter them from reading altogether. “However, shorter reading selections can still contribute to personal growth and development,” Barker said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she encouraged teachers to embrace diverse reading formats and not be bound by traditional notions of what “counts as reading.” Whether through audiobooks, e-books, or reading on their smartphones, teachers have the freedom to explore different mediums that fit their lifestyles and time constraints. “Yes, we like a solid book,” Barker said, tapping the cover of a book for emphasis. “But it’s okay if we don’t always have the time.” She urged teachers not to think about what “counts as reading” because it can be limiting. By embracing alternative reading methods, teachers can still engage with literature and continue to expand their love for reading.\u003c/span>\u003c/p>\n\u003ch2>Keep a reading chart\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barker said it’s helpful for teachers to keep track of what they read. She shared an idea from an elementary school teacher in Nevada who suggested using a bulletin board with three reading lists: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Fun reads that showcase books teachers are reading purely for pleasure. This allows teachers to display their personal reading choices, which can spark conversations with colleagues and students about shared interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Growth reads that include books for professional development. Actively documenting these books helps teachers prioritize their ongoing learning and professional growth, and it serves as a reminder to dedicate time for self-improvement through reading.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Student-friendly books, that are suitable for the grades they teach. This list ensures that teachers continue to foster a better understanding of their students’ needs and interests. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating a board like this encourages teachers to read a variety of materials while being aware of the balance between their personal reading choices, professional development, and students’ needs.\u003c/span>\u003c/p>\n\u003ch2>Find a reading community that works for you\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barker suggested that teachers find a reading community where they can connect with other book lovers and get new reading recommendations. Teachers may find it beneficial to join a professional book club with colleagues or a personal book club outside of their school. Barker said that a book club does not necessarily require physical books. She’s seen successful audiobook clubs and blog book clubs. The key is to create a space where members can come together to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">\u003cspan style=\"font-weight: 400\">share their reading excitement and enthusiasm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who can’t make time to meet regularly, there are also online communities of readers on social platforms that make it possible to connect with educators and book enthusiasts across the country. For example, teachers \u003c/span>\u003ca href=\"https://twitter.com/JoelRGarza\">\u003cspan style=\"font-weight: 400\">Joel Garza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/Lyricalswordz\">\u003cspan style=\"font-weight: 400\">Scott Bayer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> started \u003ca href=\"https://twitter.com/hashtag/THEBOOKCHAT?src=hashtag_click\">#THEBOOKCHAT\u003c/a> on Twitter as a space to recommend books, host discussions and facilitate conversations with authors.\u003c/span>\u003c/p>\n\u003ch2>Initiate conversations with school leaders\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can advocate for a more reading-friendly culture within their schools by engaging with school leaders. For example, teachers may advocate for the creation of a reading community at work. This might involve exploring ways to make school meetings shorter or even replacing some meetings with email communication, said Barker. Additionally, teachers can propose that professional development sessions include dedicated time for reading and discussions about books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also ask for teacher-centric spaces around the school. Barker recommended establishing a “book nook” in the teachers’ lounge, providing a cozy and inviting environment where teachers can relax and read before and after school and during their lunch period. She urged school leaders to “transform the day to day so you can create space for teachers to become readers and talk about reading.” Their efforts can demonstrate the school’s commitment to teacher wellbeing and promote a community-wide love of books.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Editor’s note: A previous version of this article incorrectly named The Educator Collaborative. We regret the error.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Even though most teachers understand the importance of reading for pleasure, many find it difficult to make time for their own reading.","status":"publish","parent":0,"modified":1691420215,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1306},"headData":{"title":"How teachers can rediscover the joy of recreational reading | KQED","description":"Even though most teachers understand the importance of reading for pleasure, many find it difficult to make time for their own reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Even though most teachers understand the importance of reading for pleasure, many find it difficult to make time for their own reading."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62149/how-teachers-can-rediscover-the-joy-of-recreational-reading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Educators, particularly English Language Arts teachers and librarians, play a critical role in cultivating students’ love for reading. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/1999-10269-001\">\u003cspan style=\"font-weight: 400\">Studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have shown that teachers who are passionate readers bring valuable \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ955057\">\u003cspan style=\"font-weight: 400\">literacy practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the classroom. However, in their efforts to improve students’ reading abilities, it is important not to overlook the reading habits and needs of educators themselves. Even though most teachers understand the importance of reading for fun, \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/19388070802443700\">\u003cspan style=\"font-weight: 400\">a study looking at teachers’ reading practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that nearly half of teachers do not read for pleasure regularly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to do things after work to pour into your spirit, and reading may not be at the top of that list,” said literacy educator \u003c/span>\u003ca href=\"https://twitter.com/Lit_Bark\">\u003cspan style=\"font-weight: 400\">Lois Marshall Barker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who has over 14 years of experience as a classroom teacher, instructional coach and professional development and curriculum specialist. Despite a \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-8.html\">\u003cspan style=\"font-weight: 400\">recent RAND survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> indicating that teachers’ stress levels have returned to pre-pandemic levels, 23% of teachers said they intended to leave their jobs, with stress being one of the top reasons. Research shows reading can relieve \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED496343.pdf\">\u003cspan style=\"font-weight: 400\">stress and help people develop overall empathy skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And a well-developed school culture around reading can help teachers access these benefits and avoid burnout, according to Barker. \u003c/span>\u003cspan style=\"font-weight: 400\">At \u003ca href=\"https://gathering.theeducatorcollaborative.com/\">The Educator Collaborative’s biannual Gathering\u003c/a> last spring, she outlined ways teachers can carve out space to nurture their reading habits.\u003c/span>\u003c/p>\n\u003ch2>Examine your reading journey\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every reader has a relationship to reading that has changed over time. Barker calls this a reading journey. By reflecting on the events that have shaped their journey, teachers can gain insights into their own reading habits and preferences. She encouraged teachers to think about questions like, “When did you first encounter reading?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Equally important is examining the factors that might hinder teachers’ reading habits. By thinking about questions like, “What prevents you from reading?” teachers can identify potential obstacles, such as lack of time and competing priorities, that might impact their reading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, in many parts of the country, there has been an increase in efforts to ban or censor certain books, which has had a direct impact on teachers’ freedom to engage in open discussions about their reading choices. In a recent \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA134-16.html\">\u003cspan style=\"font-weight: 400\">survey by the RAND Corporation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one-quarter of teachers said that restrictions on how they talk about race and gender have influenced their choice of curriculum materials and discussion topics. A subset of the teachers surveyed — most of them language arts or elementary education teachers — described how the restrictions have made teaching “more stressful, fear inducing, and difficult.”\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\">Responses Barker collected from her coaching sessions and professional development debriefs with teachers are consistent with the survey data. A ninth grade teacher in Florida told her that teachers at her school used to have a robust reading culture with book swaps. However, the recent push to ban books has led to a sense of insecurity among teachers. “Now we don’t feel safe even talking about what we read. We are frustrated and so are the kids,” the teacher said to Barker. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To the extent that teachers feel safe, staying active in the conversations and legislation on book bans can help teachers feel more empowered and informed, said Barker: “Flood your politicians’ emails, phone lines, mailboxes, letting them know the harm that their actions and their words are having on students and our communities.” For teachers who are in riskier settings, she recommends finding or creating a community they can trust and avoiding sharing specifics on social media.\u003c/span>\u003c/p>\n\u003ch2>Be open about what reading is for you\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators, faced with busy schedules and numerous responsibilities, may opt for shorter reading options like magazines or online blogs. Barker acknowledged that teachers may feel shame about their personal reading choices because they see these texts as less rigorous. These feelings can ultimately deter them from reading altogether. “However, shorter reading selections can still contribute to personal growth and development,” Barker said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she encouraged teachers to embrace diverse reading formats and not be bound by traditional notions of what “counts as reading.” Whether through audiobooks, e-books, or reading on their smartphones, teachers have the freedom to explore different mediums that fit their lifestyles and time constraints. “Yes, we like a solid book,” Barker said, tapping the cover of a book for emphasis. “But it’s okay if we don’t always have the time.” She urged teachers not to think about what “counts as reading” because it can be limiting. By embracing alternative reading methods, teachers can still engage with literature and continue to expand their love for reading.\u003c/span>\u003c/p>\n\u003ch2>Keep a reading chart\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barker said it’s helpful for teachers to keep track of what they read. She shared an idea from an elementary school teacher in Nevada who suggested using a bulletin board with three reading lists: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Fun reads that showcase books teachers are reading purely for pleasure. This allows teachers to display their personal reading choices, which can spark conversations with colleagues and students about shared interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Growth reads that include books for professional development. Actively documenting these books helps teachers prioritize their ongoing learning and professional growth, and it serves as a reminder to dedicate time for self-improvement through reading.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Student-friendly books, that are suitable for the grades they teach. This list ensures that teachers continue to foster a better understanding of their students’ needs and interests. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating a board like this encourages teachers to read a variety of materials while being aware of the balance between their personal reading choices, professional development, and students’ needs.\u003c/span>\u003c/p>\n\u003ch2>Find a reading community that works for you\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barker suggested that teachers find a reading community where they can connect with other book lovers and get new reading recommendations. Teachers may find it beneficial to join a professional book club with colleagues or a personal book club outside of their school. Barker said that a book club does not necessarily require physical books. She’s seen successful audiobook clubs and blog book clubs. The key is to create a space where members can come together to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">\u003cspan style=\"font-weight: 400\">share their reading excitement and enthusiasm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who can’t make time to meet regularly, there are also online communities of readers on social platforms that make it possible to connect with educators and book enthusiasts across the country. For example, teachers \u003c/span>\u003ca href=\"https://twitter.com/JoelRGarza\">\u003cspan style=\"font-weight: 400\">Joel Garza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/Lyricalswordz\">\u003cspan style=\"font-weight: 400\">Scott Bayer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> started \u003ca href=\"https://twitter.com/hashtag/THEBOOKCHAT?src=hashtag_click\">#THEBOOKCHAT\u003c/a> on Twitter as a space to recommend books, host discussions and facilitate conversations with authors.\u003c/span>\u003c/p>\n\u003ch2>Initiate conversations with school leaders\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can advocate for a more reading-friendly culture within their schools by engaging with school leaders. For example, teachers may advocate for the creation of a reading community at work. This might involve exploring ways to make school meetings shorter or even replacing some meetings with email communication, said Barker. Additionally, teachers can propose that professional development sessions include dedicated time for reading and discussions about books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also ask for teacher-centric spaces around the school. Barker recommended establishing a “book nook” in the teachers’ lounge, providing a cozy and inviting environment where teachers can relax and read before and after school and during their lunch period. She urged school leaders to “transform the day to day so you can create space for teachers to become readers and talk about reading.” Their efforts can demonstrate the school’s commitment to teacher wellbeing and promote a community-wide love of books.\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>Editor’s note: A previous version of this article incorrectly named The Educator Collaborative. We regret the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62149/how-teachers-can-rediscover-the-joy-of-recreational-reading","authors":["11721"],"categories":["mindshift_21512","mindshift_194","mindshift_21280"],"tags":["mindshift_21129","mindshift_444","mindshift_21751","mindshift_21752","mindshift_550","mindshift_21750","mindshift_20925","mindshift_21398","mindshift_21605"],"featImg":"mindshift_62152","label":"mindshift"},"mindshift_62073":{"type":"posts","id":"mindshift_62073","meta":{"index":"posts_1591205157","site":"mindshift","id":"62073","score":null,"sort":[1690243043000]},"guestAuthors":[],"slug":"thinking-about-tutoring-for-your-child-heres-what-you-should-consider","title":"Thinking about tutoring for your child? Here’s what you should consider.","publishDate":1690243043,"format":"standard","headTitle":"Thinking about tutoring for your child? Here’s what you should consider. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca class=\"Link\" href=\"https://chalkbeat.admin.usechorus.com/e/23565152\" target=\"_blank\" rel=\"noopener\">\u003cb>Leer en español.\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/7/20/23798228/tutoring-help-for-child\" rel='\"canonical'>originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>\u003c/p>\n\u003cp>As educators look for ways to help students as they recover academically from pandemic interruptions, \u003ca href=\"https://www.kqed.org/mindshift/61101/what-we-know-about-tutoring-research-and-how-schools-are-using-tutoring-in-pandemic-recovery\">tutoring can play a key role\u003c/a>.\u003c/p>\n\u003cp>But across the country, many leaders are seeing that some of the students who need the help the most \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic?utm_source=Chalkbeat&utm_campaign=928f3be94a-National+Why+highdosage+tutoring+is+still+so+hard&utm_medium=email&utm_term=0_9091015053-928f3be94a-%5BLIST_EMAIL_ID%5D\" target=\"_blank\" rel=\"noopener\">aren’t taking advantage\u003c/a>.\u003c/p>\n\u003cp>So, as parents, what questions should you be asking about tutoring and whether your student can benefit? Here are answers to some common questions.\u003c/p>\n\u003ch2 id=\"8TYA4l\">When should I consider tutoring for my child?\u003c/h2>\n\u003cp>Rhonda Haniford, associate commissioner of the school quality and support division at the Colorado Department of Education, said the first thing to keep in mind is that different tutoring programs are designed to achieve different goals.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While parents might think tutoring is only to help students who are struggling academically, sometimes programs are designed instead to keep students engaged, accelerate their learning, or hone in on specific skills or needs.\u003c/p>\n\u003cp>If a parent believes their child is struggling academically, Haniford said they should look at what their school offers.\u003c/p>\n\u003cp>“First, I would say meet with the school and talk about what they’re seeing,” Haniford said. “Talk about what’s working, what are the child’s strengths as well as where are their needs. And can tutoring help? It depends on what the tutoring program is designed to accomplish.”\u003c/p>\n\u003cp>Parent Keri Rodrigues said her five sons’ report cards showed good grades and that her boys were doing well. But when she asked them to read to her at home, she noticed two were struggling.\u003c/p>\n\u003cp>“These were things I could see,” Rodrigues said.\u003c/p>\n\u003cp>Rodrigues is co-founder of the advocacy group \u003ca class=\"Link\" href=\"https://nationalparentsunion.org/\" target=\"_blank\" rel=\"noopener\">National Parents Union\u003c/a>. She advises parents to trust their instincts and ask questions when they believe their children might be struggling. That means starting with more conversations with teachers.\u003c/p>\n\u003cp>When talking with teachers, Rodrigues said, one of the most important questions to ask is whether your child is reading at grade level, and if not, what is being done to get them there.\u003c/p>\n\u003cp>“Report cards often are not telling us this information,” she said.\u003c/p>\n\u003cp>Ashara Baker, a mother to a rising second grader and also a leader with National Parents Union, advises parents that if their child attends a school that has low state test scores, they should consider tutoring even if it seems like their child is doing well.\u003c/p>\n\u003cp>Haniford said the first step is to make sure that the goals of the tutoring program match your child’s needs.\u003c/p>\n\u003cp>After that, she said, parents should ask if their school has a diagnostic assessment of their child. Most schools do, she said. That information can guide tutors to a student’s needs and to build on their strengths.\u003c/p>\n\u003cp>Rodrigues likes to remind parents that they don’t need to be well-versed in education curriculum to start asking questions. She suggests asking if a program is using evidence-based practices, which are strategies that are based on research and have been proven to work, and if their reading programs are based on the science of reading, the research about how children’s brains learn to read.\u003c/p>\n\u003cp>“If you hear things like balanced literacy, that might be a problem,” she said. Balanced Literacy is \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2020/3/27/21231320/why-do-so-many-colorado-students-struggle-to-read-flawed-curriculum-is-part-of-the-problem\" target=\"_blank\" rel=\"noopener\">an approach to teaching reading\u003c/a> based on a debunked philosophy that reading is natural and requires encouragement. “Even if you just remember they should say ‘science of reading,’ you shouldn’t be intimidated.”\u003c/p>\n\u003cp>Some research shows that \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic?utm_source=Chalkbeat&utm_campaign=928f3be94a-National+Why+highdosage+tutoring+is+still+so+hard&utm_medium=email&utm_term=0_9091015053-928f3be94a-%5BLIST_EMAIL_ID%5D\" target=\"_blank\" rel=\"noopener\">“high-dosage” tutoring programs may be most effective\u003c/a> for students who need academic help. Usually that involves in-person instruction a few times a week.\u003c/p>\n\u003cp>Baker is leading an effort to get New York schools to make high-dosage tutoring available in public schools.\u003c/p>\n\u003cp>She said good communication is important. Her local district advertised a summer enrichment program, and her daughter attended. Baker knew her daughter was taken to get a library card and to the farmers market, and she heard about how much fun the kids had with water balloons. But Baker said she didn’t know the program was meant to be a form of tutoring.\u003c/p>\n\u003cp>“It can be fun, but you have to be checking in: How are we doing? Are we making progress?” Baker said.\u003c/p>\n\u003cp>She also suggests asking if tutors are trained and certified and finding out how many students are working with each tutor. Small groups are best, she said.\u003c/p>\n\u003cp>Haniford agrees about small groups. She said the most successful programs have no more than six students per tutor.\u003c/p>\n\u003cp>“They have a clear purpose and vision for what they want to accomplish, and it’s not a catch-all with too many students, because then students are not getting individualized attention,” Haniford said.\u003c/p>\n\u003ch2 id=\"YiawKO\">How do I know if my child is getting the most from their tutoring?\u003c/h2>\n\u003cp>Baker suggests that parents make sure the tutoring program their school uses, or that they select from outside groups, does some testing that will measure improvement or where more help is needed.\u003c/p>\n\u003cp>The tutoring program she pays to help her daughter outside of school now gives parents regular reports about how things are progressing and how parents can help maintain the progress at home.\u003c/p>\n\u003cp>Jennifer Castillo, new principal of Boston P-8 in Aurora, said that the school has tutoring run by an outside group, but uses the school’s own teachers that are already familiar with their students.\u003c/p>\n\u003cp>“Having those relationships is very important,” Castillo said. “They know where those student’s gaps are, they know the reasons students are there. I think it’s important for the tutors and the student to be able to go to their parents and show that progress. After a month, I’m seeing an increase in scores or ability or confidence, whatever the issue. As a parent, hopefully you don’t have to ask in a strong partnership.”\u003c/p>\n\u003cp>Castillo said that if the program you’re considering has tutors who aren’t teachers in the school, parents might ask if there’s a way for the tutors and teachers to communicate with each other so that the tutoring help is aligned with what is happening in the classroom.\u003c/p>\n\u003ch2 id=\"ZhIILB\">Should I wait to get my child into a tutoring program?\u003c/h2>\n\u003cp>“There’s always that tug of should I wait a little longer? Maybe it was a rough year. Maybe it was a rough teacher,” Rodrigues said. “Things don’t get easier the more you wait. They get harder.”\u003c/p>\n\u003cp>This is especially true for younger children who need extra help to learn to read. Being able to read will help students learn more complex subjects later.\u003c/p>\n\u003cp>Haniford and Castillo believe parents should clarify why their child needs a break — is there a social or emotional issue, for example — and to look at various options to address the issue.\u003c/p>\n\u003cp>“Kids don’t need a break from learning,” Castillo said. Learning can happen all day, she added. “But we need to ensure they’re engaged and it’s not just sitting and listening. Taking the tutoring outside, making it more hands-on, or making it more applicable might help.”\u003c/p>\n\u003cp>Castillo also recommends that students understand the importance of tutoring and the benefits they should see themselves.\u003c/p>\n\u003cp>“The students have to want to be involved,” Castillo said. “Letting them have some ownership will help as well.”\u003c/p>\n\u003cp>\u003ci>Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://co.chalkbeat.org/2023/7/20/23798228/tutoring-help-for-child\" rel='\"canonical'>Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","blocks":[],"excerpt":"Tutoring can help students as they recover academically from pandemic interruptions. Here's what parents need to know.","status":"publish","parent":0,"modified":1690243247,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":1332},"headData":{"title":"Thinking about tutoring for your child? Here’s what you should consider. | KQED","description":"Tutoring can help students as they recover academically from pandemic interruptions. Here's what parents need to know.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Tutoring can help students as they recover academically from pandemic interruptions. Here's what parents need to know."},"nprByline":"Yesenia Robles, Chalkbeat Colorado","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62073/thinking-about-tutoring-for-your-child-heres-what-you-should-consider","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca class=\"Link\" href=\"https://chalkbeat.admin.usechorus.com/e/23565152\" target=\"_blank\" rel=\"noopener\">\u003cb>Leer en español.\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/7/20/23798228/tutoring-help-for-child\" rel='\"canonical'>originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>\u003c/p>\n\u003cp>As educators look for ways to help students as they recover academically from pandemic interruptions, \u003ca href=\"https://www.kqed.org/mindshift/61101/what-we-know-about-tutoring-research-and-how-schools-are-using-tutoring-in-pandemic-recovery\">tutoring can play a key role\u003c/a>.\u003c/p>\n\u003cp>But across the country, many leaders are seeing that some of the students who need the help the most \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic?utm_source=Chalkbeat&utm_campaign=928f3be94a-National+Why+highdosage+tutoring+is+still+so+hard&utm_medium=email&utm_term=0_9091015053-928f3be94a-%5BLIST_EMAIL_ID%5D\" target=\"_blank\" rel=\"noopener\">aren’t taking advantage\u003c/a>.\u003c/p>\n\u003cp>So, as parents, what questions should you be asking about tutoring and whether your student can benefit? Here are answers to some common questions.\u003c/p>\n\u003ch2 id=\"8TYA4l\">When should I consider tutoring for my child?\u003c/h2>\n\u003cp>Rhonda Haniford, associate commissioner of the school quality and support division at the Colorado Department of Education, said the first thing to keep in mind is that different tutoring programs are designed to achieve different goals.\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>While parents might think tutoring is only to help students who are struggling academically, sometimes programs are designed instead to keep students engaged, accelerate their learning, or hone in on specific skills or needs.\u003c/p>\n\u003cp>If a parent believes their child is struggling academically, Haniford said they should look at what their school offers.\u003c/p>\n\u003cp>“First, I would say meet with the school and talk about what they’re seeing,” Haniford said. “Talk about what’s working, what are the child’s strengths as well as where are their needs. And can tutoring help? It depends on what the tutoring program is designed to accomplish.”\u003c/p>\n\u003cp>Parent Keri Rodrigues said her five sons’ report cards showed good grades and that her boys were doing well. But when she asked them to read to her at home, she noticed two were struggling.\u003c/p>\n\u003cp>“These were things I could see,” Rodrigues said.\u003c/p>\n\u003cp>Rodrigues is co-founder of the advocacy group \u003ca class=\"Link\" href=\"https://nationalparentsunion.org/\" target=\"_blank\" rel=\"noopener\">National Parents Union\u003c/a>. She advises parents to trust their instincts and ask questions when they believe their children might be struggling. That means starting with more conversations with teachers.\u003c/p>\n\u003cp>When talking with teachers, Rodrigues said, one of the most important questions to ask is whether your child is reading at grade level, and if not, what is being done to get them there.\u003c/p>\n\u003cp>“Report cards often are not telling us this information,” she said.\u003c/p>\n\u003cp>Ashara Baker, a mother to a rising second grader and also a leader with National Parents Union, advises parents that if their child attends a school that has low state test scores, they should consider tutoring even if it seems like their child is doing well.\u003c/p>\n\u003cp>Haniford said the first step is to make sure that the goals of the tutoring program match your child’s needs.\u003c/p>\n\u003cp>After that, she said, parents should ask if their school has a diagnostic assessment of their child. Most schools do, she said. That information can guide tutors to a student’s needs and to build on their strengths.\u003c/p>\n\u003cp>Rodrigues likes to remind parents that they don’t need to be well-versed in education curriculum to start asking questions. She suggests asking if a program is using evidence-based practices, which are strategies that are based on research and have been proven to work, and if their reading programs are based on the science of reading, the research about how children’s brains learn to read.\u003c/p>\n\u003cp>“If you hear things like balanced literacy, that might be a problem,” she said. Balanced Literacy is \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2020/3/27/21231320/why-do-so-many-colorado-students-struggle-to-read-flawed-curriculum-is-part-of-the-problem\" target=\"_blank\" rel=\"noopener\">an approach to teaching reading\u003c/a> based on a debunked philosophy that reading is natural and requires encouragement. “Even if you just remember they should say ‘science of reading,’ you shouldn’t be intimidated.”\u003c/p>\n\u003cp>Some research shows that \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic?utm_source=Chalkbeat&utm_campaign=928f3be94a-National+Why+highdosage+tutoring+is+still+so+hard&utm_medium=email&utm_term=0_9091015053-928f3be94a-%5BLIST_EMAIL_ID%5D\" target=\"_blank\" rel=\"noopener\">“high-dosage” tutoring programs may be most effective\u003c/a> for students who need academic help. Usually that involves in-person instruction a few times a week.\u003c/p>\n\u003cp>Baker is leading an effort to get New York schools to make high-dosage tutoring available in public schools.\u003c/p>\n\u003cp>She said good communication is important. Her local district advertised a summer enrichment program, and her daughter attended. Baker knew her daughter was taken to get a library card and to the farmers market, and she heard about how much fun the kids had with water balloons. But Baker said she didn’t know the program was meant to be a form of tutoring.\u003c/p>\n\u003cp>“It can be fun, but you have to be checking in: How are we doing? Are we making progress?” Baker said.\u003c/p>\n\u003cp>She also suggests asking if tutors are trained and certified and finding out how many students are working with each tutor. Small groups are best, she said.\u003c/p>\n\u003cp>Haniford agrees about small groups. She said the most successful programs have no more than six students per tutor.\u003c/p>\n\u003cp>“They have a clear purpose and vision for what they want to accomplish, and it’s not a catch-all with too many students, because then students are not getting individualized attention,” Haniford said.\u003c/p>\n\u003ch2 id=\"YiawKO\">How do I know if my child is getting the most from their tutoring?\u003c/h2>\n\u003cp>Baker suggests that parents make sure the tutoring program their school uses, or that they select from outside groups, does some testing that will measure improvement or where more help is needed.\u003c/p>\n\u003cp>The tutoring program she pays to help her daughter outside of school now gives parents regular reports about how things are progressing and how parents can help maintain the progress at home.\u003c/p>\n\u003cp>Jennifer Castillo, new principal of Boston P-8 in Aurora, said that the school has tutoring run by an outside group, but uses the school’s own teachers that are already familiar with their students.\u003c/p>\n\u003cp>“Having those relationships is very important,” Castillo said. “They know where those student’s gaps are, they know the reasons students are there. I think it’s important for the tutors and the student to be able to go to their parents and show that progress. After a month, I’m seeing an increase in scores or ability or confidence, whatever the issue. As a parent, hopefully you don’t have to ask in a strong partnership.”\u003c/p>\n\u003cp>Castillo said that if the program you’re considering has tutors who aren’t teachers in the school, parents might ask if there’s a way for the tutors and teachers to communicate with each other so that the tutoring help is aligned with what is happening in the classroom.\u003c/p>\n\u003ch2 id=\"ZhIILB\">Should I wait to get my child into a tutoring program?\u003c/h2>\n\u003cp>“There’s always that tug of should I wait a little longer? Maybe it was a rough year. Maybe it was a rough teacher,” Rodrigues said. “Things don’t get easier the more you wait. They get harder.”\u003c/p>\n\u003cp>This is especially true for younger children who need extra help to learn to read. Being able to read will help students learn more complex subjects later.\u003c/p>\n\u003cp>Haniford and Castillo believe parents should clarify why their child needs a break — is there a social or emotional issue, for example — and to look at various options to address the issue.\u003c/p>\n\u003cp>“Kids don’t need a break from learning,” Castillo said. Learning can happen all day, she added. “But we need to ensure they’re engaged and it’s not just sitting and listening. Taking the tutoring outside, making it more hands-on, or making it more applicable might help.”\u003c/p>\n\u003cp>Castillo also recommends that students understand the importance of tutoring and the benefits they should see themselves.\u003c/p>\n\u003cp>“The students have to want to be involved,” Castillo said. “Letting them have some ownership will help as well.”\u003c/p>\n\u003cp>\u003ci>Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.\u003c/i>\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>\u003ca href=\"https://co.chalkbeat.org/2023/7/20/23798228/tutoring-help-for-child\" rel='\"canonical'>Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62073/thinking-about-tutoring-for-your-child-heres-what-you-should-consider","authors":["byline_mindshift_62073"],"categories":["mindshift_21385","mindshift_193"],"tags":["mindshift_21343","mindshift_444","mindshift_290","mindshift_550","mindshift_21413"],"featImg":"mindshift_62074","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. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/10/ATC_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. 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We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. 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Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/01/OOW_Tile_Final.png","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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