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Archive for the ‘Literacy’ Category

Photo: Alessandra Hartkopf for Strategies for Children

 

Next time a child says, “tell me a story,” ask them instead to tell you a story. It may help them become stronger readers.

New research shows this may be particularly true for African-American boys.

Strong storytelling skills correlate with better reading in some children, according to researchers at the Frank Porter Graham Child Development Institute (FPG) at the University of North Carolina at Chapel Hill.

“Knowing how to tell a clear and coherent story is an important skill for helping young children to develop strong reading skills, which, in turn, can help them to be successful across a number of different subjects in school,” says Nicole Gardner-Neblett, an FPG advanced research scientist. (more…)

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Congratulations to Kansas City for winning an “All-America City” award for its “Turn the Page KC” reading program.

The Kansas City Star reports:

“‘We whooped and hollered,’ said Turn the Page KC Executive Director Mike English, describing the moment at the award ceremony in Denver on Friday when Kansas City was the first winner named.”

“The number of agencies collaborating in the effort are numerous, including school districts and charter schools, the Kansas City and Mid-Continent public libraries, Lead to Read, the United WayLiteracy Lab, the Local Investment Commission and others that marshaled hundreds of professionals and volunteers to the cause,” the Star adds.

And when we asked Mike about the award, he added, “The All-America City Award not only validates that our 3rd grade reading initiative is on the right track, but also provides fresh energy and excitement to our cause.”

“‘We applaud the big-tent coalitions in these award-winning communities,’ Ralph Smith, the managing director of the national Campaign for Grade-Level Reading, said in a written statement. ‘They put a stake in the ground around third-grade reading and made some big bets to improve the odds for early school success,’” the Star notes.  (more…)

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What do we know about preschool?

To find answers, researchers in different disciplines from a number of universities and from the think tank Brookings set up a task force to review the evidence “on the impact of state-funded pre-kindergarten programs.”

The result is a new report, “The Current State of Scientific Knowledge on Pre-Kindergarten Effects,” released by Brookings and Duke University. Videos of related panel discussions are available here.

This effort produced “one, clear, strong message,” NPR reports. “Kids who attend public preschool programs are better prepared for kindergarten than kids who don’t.”

“This timely report can guide states and local communities, including several here in Massachusetts, as they continue to expand access to high-quality preschool,” Titus DosRemedios, director of research and policy at Strategies for Children, says.

Included in the report is a six-part consensus statement that says: (more…)

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A Lectio Institute. Photo: Alyssa Haywoode

We’re excited to share news from our former Strategies for Children colleague Kelly Kulsrud.

As we blogged last year, Kelly left Strategies to become a co-founder and executive director of Lectio, an organization that maximizes the impact of literacy programs for children by helping stakeholders design more effective literacy programs. Now, Lectio is planning to celebrate its work and call for more progress.

Since last year, Lectio has been tackling a key problem. As its website explains:

“Despite great promise and tireless efforts, most children’s literacy programs, instruction, and services produce only negligible effects.”

The solution: Lectio runs institutes to help literacy programs assess their impact.

“We guide stakeholders through a comprehensive analysis of their literacy programs and services, focusing on their goals, design, desired outcomes, and resource allocation.” (more…)

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Photo: Caroline Silber for Strategies for Children

Photo: Caroline Silber for Strategies for Children

Want to spread early literacy? Send in a parent. Moms and dads who talk, sing, and read out loud can fill their children’s worlds with engaging, enriching language.

But the challenge for Springfield, Mass., and other cities is figuring out how to reach parents and engage them in sharing a love of language and learning with their children.

To find good ideas on family engagement, the Reading Success by 4th Grade initiative (RS4G), which is backed by The Irene E. & George A. Davis Foundation, did a simple thing: It asked parents.

“Focus groups of parents, and largely moms who participated in one of our three sessions, revealed what we knew: that parents have clearly moved into the digital age,” Sally Fuller writes in a blog post on the Davis Foundation’s Read by Fourth Grade website. “Email, for anyone who has children, is almost recognized as a thing of the past. Moms told us almost universally that their primary engagement with the world comes through social media and texting. The smartphone serves as the communications tool of choice.” (more…)

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Image: New America

Image: New America

 

It’s too late to take technology away from young children. They’re already pros at using cell phones and tablets. So instead of asking if technology should be used in early education, a report from the national think tank New America looks at how best to use technology to promote early literacy.

Children do still need human interactions. Positive relationships with adults help them develop strong language and learning skills. However: “Digital tools can be used to help support these positive interactions,” according to New America’s recent report, “Integrating Technology in Early Literacy: A Snapshot of Community Innovation in Family Engagement.”

“Programs across the country are beginning to use technology to engage families,” the report’s author, Shayna Cook, told us in an email. “Over the past year and a half, we analyzed how early learning and family engagement programs have begun to experiment with innovative tools to reach families and help young children develop early language and literacy skills.” (more…)

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Boston Public Schools preschool teacher Mary Bolt watches Jason DePina Jr., 5, draw a picture of Batman for his book about superheroes in the classroom’s writing section. Photo by Lillian Mongeau/Hechinger Report

Boston Public Schools preschool teacher Mary Bolt watches Jason DePina Jr., 5, draw a picture of Batman for his book about superheroes in the classroom’s writing section. Photo by Lillian Mongeau/Hechinger Report

A new article in the Atlantic (courtesy of the Hechinger Report) — “What Boston’s Preschools Get Right” — looks at how Boston is building high-quality programs — and how some cities are pushing ahead on pre-K even though state and federal governments are lagging behind.

At Dorchester’s Russell Elementary School, a day in a pre-K classroom “could be a primer on what high-quality preschool is supposed to look like,” the article says. “Children had free time to play with friends in a stimulating environment, received literacy instruction that pushed beyond comprehension to critical thinking and communication, and were introduced to complex mathematics concepts in age-appropriate ways. All three practices have been shown to go beyond increasing what children know to actually improving how well they learn in kindergarten and beyond.” (more…)

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