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April 16, 2015

Soft skills now, strong foundation later

Last Thursday, U.S. News and World Report published an article that I believe is long overdue and is music to my ears. In it, the article calls attention to the contrasts between early childhood education (i.e., preschool) and the education of children in early childhood (which the article defines as children birth to eight years of age). Moreover, the article calls out the education community for the visible distinction between preschool and elementary school programs, instead suggesting that perhaps an integration, rather than a separation would be beneficial to our nation’s youngest students.

The article continues by highlighting approaches that are increasingly considered and used in preschool classrooms but are not on the radars of many elementary school teachers and administrators. Namely, the higher-order cognitive processes involved in manipulating complex information, sustaining attention during learning and task completion, and inhibiting impulsive responses, collected grouped as executive functioning, deserve considerable focus. Within the developmental and educational psychology literature, strong executive functioning has repeatedly demonstrated close ties to both academic and social achievement, including math achievement and social adjustment. Moreover, as CPE highlights in an upcoming report to be published later this summer, executive functioning seems fundamental for some skills that teachers and administrators might be more familiar with given the current climate regarding college- and career-readiness. Specifically, critical thinking, which is a much desired skill that many children and students are hoped to be able to demonstrate by the time they graduate high school, appears heavily reliant on one’s ability to manipulate complex information and to follow through multi-step problem-solving procedures.

Although the U.S. News and World Report article offered several areas in which childhood educators should address (or rather continue to address beyond just preschool), one which I believe deserves specific recognition is that of social-emotional development. Research shows that children who demonstrate social and emotional competencies, showcased, for example, by being able to regulate one’s emotions and to exhibit prosocial behaviors such as cooperation and sharing rather than aggressive behaviors such as hitting and yelling are generally better adjusted in formal schooling settings (i.e., elementary school) and less likely to be held back in later grades.

Looking forward, I am eager to see more articles such as this that highlight just how important processes such as executive functioning and social and emotional skills are beyond the preschool classroom. –David Ferrier

February 12, 2015

Reading the kindergarten Common Core State Standards with purpose and understanding

The Common Core State Standards’ (CCSS) English Language Arts (ELA) benchmarks for kindergarteners came under scrutiny in a recently released report. Issued by two early education advocacy organizations, Defending the Early Years and Alliance for Childhood, the report argues that “many children are not developmentally ready to read in kindergarten” despite the CCSS requirement that prior to first grade, students are expected to “read emergent-reader texts with purpose and understanding.” If an impossible standard has been set, then expecting children to be able to do something beyond their capability appears to be a waste of time, money, and effort for all parties.

However, a deeper look into the CCSS English/Language Arts for elementary school children, provides an additional piece of information that should ease the concerns raised by the recent report. This introductory information notes that for kindergarten students, the goal is just for children to demonstrate an increased awareness and competencies in the ELA standards. Moreover, the CCSS does not advocate for removing play-based learning from the classroom, although a review of the report could easily allow a reader to believe that the CCSS explicitly denounces such practices. Surprisingly then, a complete read-through of the CCSS shows that the authors of the CCSS explicitly state that “the standards define what all students are expected to know and be able to do, not how teachers should teach. For instance, the use of play with young children is not specified by the Standards, but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this document” (p.6). Within the same document, the standard that the DEY/AFC report focuses on (Foundational Skills: Fluency) is on page 16. Thus, it becomes confusing how the DEY/AFC report can read the standards with such purpose, yet without understanding.

Last, and most importantly, the CCSS does not prescribe how teachers must reach these goals. As highlighted in our own 2013 publication on the Common Core, the CCSS is just a guiding document as to what the goals are, not the pathways in which to reach them. In fact, there is widespread support for play-based learning within the kindergarten curriculum. For example, the National Association for the Education of Young Children (NAEYC) and the International Reading Association agree that pretend play is an important part of the learning process for young children. In an ideal world, using the CCSS in kindergarten should not interfere with incorporating play into the curriculum and in the practical world, whether or not play-based learning is included in kindergarten falls on the teacher, not the standards. Perhaps kindergarten is an excellent time to start raising awareness and competence in reading with purpose and understanding as this is a skill that is often needed by adults in order to comprehend and think critically about information.

October 16, 2014

New CPE report examines what’s behind new literacy standards

BeyondFiction_slider3 We gave you something to watch earlier this week with the release of our newest video, Making Time, now we’re giving you something to read.

Much like our video, Beyond Fiction: The Importance of Reading for Information, is concise but packed with data and analysis on a really concerning trend in the American populace: we’re good at reading for pleasure and entertainment but not so good at reading for information. What exactly do we mean by reading for information?

It’s everything from being able to read and understand a newspaper article (which about 30 million American adults can’t do) to being able to decipher a street map (which some 27 million American adults can’t do).  We don’t mean to pick on the adults here, but international surveys conducted by the Organisation for Economic Cooperation and Development, show we get progressively worse at informational literacy the older we get.

Just four countries ranked higher than the US when it came to fourth-graders’ ability to acquire and use information. In contrast, 14 countries ranked higher than our 15-year-olds in terms of their ability to acquire and use information. Not good. But new standards, particularly the ones touted by Common Core, aim to fix this disparity by expanding and restructuring the way literature is taught. So, take a moment to dig into our latest study which, yes, is a form of informational text.  Aren’t you smart! — Naomi Dillon

October 6, 2014

More time for … reading

Last week we shared with you an interview that CPE Director Patte Barth conducted with PBS’ NewsHour on the growing trend among states of building extra time and support for struggling readers at the elementary level. Within that news package was another video that specifically looked at the practice in Florida, where a 2012 state law mandated a focus on the 100 lowest-performing schools.

CPE tackles both subjects— time in school and reading reforms— in two separate projects that will be released next week. Take a gander at this video and then mark your calendar for ours.



July 3, 2014

Remembering a beloved writer

Earlier this week, contemporary literature lost one of its brightest stars. Walter Dean Myers was the author of over 100 books, recipient of multiple honors including two Newberys and three National Book award nominations. His books were especially popular with middle-school readers, many of whom read them first in English class. Myers died at the age of 76 on Tuesday, July 1 following a brief illness.

Myers primarily wrote about young characters for young readers, but his themes could hardly be described as adolescent. Often drawing from his own youth in Harlem, he told stories of youngsters’ struggles to grow up in an environment where crime, poverty and the specter of racism were constant companions to the events. As the New York Times put it, Myers wrote about “teenagers trying to make the right choices when the wrong ones were so much easier.”

A confession: I was dragged kicking and screaming to my first Myers’ book. I was — and to large degree still am — an insufferable snob when it comes to young adult fiction. The way I see it, the world has an abundance of good “real” literature that is easily accessible to young readers. Why pander to them with a dumbed down substitute? (Which I still maintain describes the bulk of the genre.)

Fortunately, there are plenty of good educators out there who don’t share my snobbery. I worked with one such person during a time when my job involved helping teams of teachers align their instruction to state standards. My colleague and I were bound for the west coast where he was going to demonstrate model lessons, including a multi-part unit based on Myers’ best-seller, Monster. He insisted I read the book first. So I started the book on the plane from D.C. with about the same enthusiasm as one approaches a root canal. I did not look up again until I finished it long before the Rockies.

Boy, was I surprised! Yes, in terms of character and plot, the book clearly shows its appeal to younger readers. Monster tells the story of a teenage boy who is on trial for a murder he may or may not have been guilty of. Told as part-memoir, part-news account, part-screenplay, the book is incredibly sophisticated, structurally complex and contains enough ambiguity to provide chum for the most discerning bookshark. Myers may have young people in mind when he writes, but the themes and the critical demands he places on the reader place him among our more innovative story-tellers.

I can see why teachers like to use his texts in their classrooms. His books provide so many riches to be mined in class discussions. They elicit many reactions. Moreover, they are open to very different, but equally valid interpretations based on the evidence in Myers’ text. As such, Myers not only relates to teenagers on their terms, he provides them with the stuff to help them develop into strong, critical readers and analysts.

Myers leaves many fans, young and old alike, who, I’m sure, will assure his legacy for many years to come. — Patte Barth


Filed under: High school,instruction,Middle school,Reading — Tags: , , — Patte Barth @ 2:44 pm

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