November 13, 2024 • 45 mins
Unlock the secrets of third-grade literacy and its vital link to future success with our expert guest, who shares incredible insights into the transformative journey from "learning to read" to "reading to learn." Discover how early reading mastery lays the foundation for academic achievement across all subjects, and explore the challenges that arise when children lack proficiency by third grade. We dive deep into the influence of parental education and socioeconomic factors, discussing how systemic interventions can bridge the gaps and empower every child.
Explore how critical thinking and social-emotional learning (SEL) can nurture literacy in young learners. Our conversation reveals the power of diverse reading materials to enhance vocabulary and comprehension, while SEL fosters a supportive learning environment that promotes academic excellence. By integrating explicit SEL instruction with traditional academics, we can equip children with the tools they need to thrive both intellectually and emotionally.
Imagine a world where play and community are central to literacy development. We highlight the significant impact of pretend play on creativity and problem-solving, making literacy an engaging and joyful adventure. Schools play a crucial role in providing a literacy-rich environment, offering personalized learning and high-quality resources. We also touch on the importance of early intervention and the surprising role of early math skills in predicting academic success. This episode promises to enlighten you on how technology and community collaboration can close the literacy gap, ensuring every child has the opportunity to reach their full potential.
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Episode Transcript
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Speaker 1 (00:00):
Hey, everyone, Ready for another deep dive?
Always Okay.
So we've got a ton of researchhere, all about reading,
specifically third-grade readingproficiency.
Speaker 2 (00:10):
Sounds fascinating.
Speaker 1 (00:11):
It is.
And it gets even moreinteresting when you see how it
all connects to future success,especially when it comes to
college.
Like did you know that achild's reading level in third
grade can actually be a strongindicator of whether they'll go
to college?
Speaker 2 (00:25):
Wow, third grade seems pretty early to be
thinking about collegeapplications.
Speaker 1 (00:29):
I know right, but the connection is there.
Speaker 2 (00:32):
So is it like some magical crystal ball predicting
the future, or what?
Speaker 1 (00:37):
Not exactly.
It's more about a major shiftthat happens around third grade.
Speaker 2 (00:40):
Okay, I'm intrigued.
Tell me more.
Speaker 1 (00:42):
Well, our expert can actually explain it way better
than I can.
Speaker 2 (00:46):
Think of it as moving from learning to read to
reading to learn.
Speaker 1 (00:50):
Ooh, I like that.
Speaker 2 (00:51):
It's almost like graduating, you know, from
sounding out words to actuallyusing reading as a tool to well
absorb knowledge across allsubjects.
Speaker 1 (00:59):
Okay.
So if a kid hasn't reallymastered reading by third grade,
they're going to have a toughertime keeping up in all their
other subjects later on.
Speaker 2 (01:06):
Exactly.
Speaker 1 (01:07):
Makes sense.
Speaker 2 (01:08):
Imagine trying to learn about oh, I don't know
photosynthesis or ancientcivilizations, when you're still
struggling to decode everyother word.
Speaker 1 (01:18):
Yeah, that would be tough.
Speaker 2 (01:19):
And it's not just about struggling academically
either.
It can also take a toll on achild's self-esteem.
Speaker 1 (01:25):
Oh, for sure.
Speaker 2 (01:25):
And make them, you know, less engaged in school
overall.
Right, like that domino effectand sadly, in some cases it can
even contribute to higherdropout rates down the line.
Speaker 1 (01:36):
It's all connected and you know what else?
The research you sent alsomentions how critical thinking,
social skills, even a child'sbelief in themselves, are all
linked to early reading.
Speaker 2 (01:47):
It makes sense when you think about it.
Speaker 1 (01:49):
Right, like a kid who devours books, probably has a
richer vocabulary, feels morecomfortable expressing
themselves, maybe evenapproaches the world with more
curiosity.
I can definitely relate to that.
Speaker 2 (01:59):
Me too.
I was totally that kid alwayslost in a book.
Speaker 1 (02:02):
So how does all of this link to college?
We know those early years areimportant, but what's the actual
connection?
Speaker 2 (02:08):
Well, the research is pretty clear on this one.
There's a strong correlationbetween third grade reading
levels and high schoolgraduation rates, and high
school graduation beingobviously a major stepping stone
to college Exactly.
But it's not simply about youknow, being able to read a
college textbook.
It's about having that solidfoundation to learn
(02:29):
independently, think criticallyabout complex topics, navigate
the demands of higher education.
Speaker 1 (02:34):
So it's about equipping them with the skills
they'll need to thrive evenafter they leave the classroom.
Not just about test scores.
It's about setting them up forsuccess in life.
Speaker 2 (02:43):
You got it, and that's why it's so crucial to
pay attention to those earlyyears and make sure every child
gets the support they need tobecome a proficient reader.
Speaker 1 (02:52):
Like building a strong foundation for a house.
Speaker 2 (02:54):
Perfect analogy.
Without it, the whole structureis shaky.
Speaker 1 (02:58):
Okay, so we've established that third grade
reading is a big deal, but yourresearch also delves into some
of the challenges, right?
Speaker 2 (03:05):
It does.
Speaker 1 (03:05):
It talks about how parental education levels and
socioeconomic background canplay a role.
What did you find mostinteresting there?
Speaker 2 (03:14):
Well, what really stands out is the disparity in
access to resources and support,which, unfortunately, can
create a gap in readingproficiency.
Meaning which, unfortunately,can create a gap in reading
proficiency.
Meaning Well, children whoseparents have higher levels of
education often have more accessto books at home, engage in
more educational activities,experience a more language-rich
(03:36):
environment from a very youngage.
Speaker 1 (03:38):
Right, it's like having a head start before they
even set foot in a classroom.
But it's not as simple as justpointing fingers at families or
circumstances.
Speaker 2 (03:48):
Of course not.
It's not about assigning blame,gosh.
Yeah, it's about recognizingthat systemic factors can create
unequal opportunities, but theencouraging thing is that there
are programs and interventionsspecifically designed to address
these gaps.
Speaker 1 (03:57):
So there's hope for leveling the playing field.
Speaker 2 (03:59):
Exactly, and you know .
Speaking of foundations, youalso included some research on
the impact of third grade mathproficiency, particularly
mastering those times, tablesand fractions.
Speaker 1 (04:09):
Right.
At first I wasn't sure how thattied in, but it's starting to
make sense now.
Speaker 2 (04:13):
Oh, it definitely connects to the bigger picture.
Strong math skills, just likereading, are another crucial
building block for futuresuccess.
Future success.
Just think about it.
Mastering those times, tablesand fractions lays the
groundwork for understandingmore complex mathematical
concepts later on.
Speaker 1 (04:30):
And then there was that one statistic that really
surprised me about US studentsoften lagging behind their
global peers in basic mathskills.
Speaker 2 (04:39):
Oh.
Speaker 1 (04:39):
That definitely adds a sense of urgency to the
conversation.
Speaker 2 (04:42):
It does.
It's a bit of a wake-up call,really Highlighting the need for
effective math instruction inthe early years to make sure
every child has that solidfoundation.
Speaker 1 (04:51):
Because those early years are a critical window of
opportunity.
They are Okay.
So we've talked about WHY.
Third grade reading and mathare so important, but let's dive
a little deeper into thattransition from learning to read
to reading to learn.
What does that actually looklike in practice?
Speaker 2 (05:06):
Well, there are several key steps involved.
First, children need to masterthose basic literacy skills
Phonemic awareness, phonics,building vocabulary, developing
fluency.
Speaker 1 (05:17):
So they need to be able to recognize those
individual sounds in words,connect letters to those sounds
and read smoothly and accurately.
Basically, decoding needs tobecome second nature.
Speaker 2 (05:26):
Exactly.
But it doesn't end there.
Once they have those basicsdown, they need to start
developing comprehension skills,gotcha.
This is where they move beyondsimply understanding the words
on the page to actually makinginferences, drawing conclusions,
reading between the lines.
It's where things get reallyexciting.
Speaker 1 (05:43):
It's like they're becoming little detectives,
figuring out the hidden meaningsand messages in the text.
That's when reading becomes atruly active process.
Speaker 2 (05:50):
Exactly and as their comprehension skills grow, it's
important to expose them to avariety of genres, from fiction
and nonfiction to poetry andeven informational texts like
articles and reports.
Speaker 1 (06:02):
Right like expanding their reading palette, and it
also introduces them to a widerrange of vocabulary, especially
those content-specific wordsthey'll encounter in subjects
like science and social studies.
Speaker 2 (06:13):
You got it.
Speaker 1 (06:13):
So they're not just learning to read.
They're learning to read for apurpose to gather information,
to truly learn about the worldaround them.
Speaker 2 (06:21):
That's the essence of reading to learn.
And the more they practicethese skills, the more confident
and independent they become aslearners.
Speaker 1 (06:29):
They start to ask questions, analyze what they
read and even connect it totheir own experiences and prior
knowledge.
Speaker 2 (06:36):
Exactly.
Speaker 1 (06:36):
And that's where those critical thinking skills
really start to blossom.
Speaker 2 (06:40):
Absolutely, and as they become more skilled readers
, they can apply those skillsacross all subjects.
Reading becomes a powerful toolfor learning and exploration.
Speaker 1 (06:49):
Okay, so we've covered a lot of ground here.
We've talked about theimportance of third grade
reading and math, the factorsthat can influence proficiency,
and even the steps involved inmaking that crucial transition
from learning to read to readingto learn.
But before we wrap up this partof our deep dive, I want to
highlight one more importantaspect of this journey.
Speaker 2 (07:08):
Oh, tell me more.
Speaker 1 (07:10):
The development of critical thinking skills.
This is where things get reallyinteresting.
I'm all ears.
What's fascinating about thisstage is that children start to
move beyond simply understandingwhat they read at a surface
level.
Right, they begin to question,to analyze and to evaluate the
information they're taking in.
It's like they're developingtheir own inner BS detector.
Speaker 2 (07:32):
You know?
You're absolutely right.
It's like they're learning tothink for themselves, to
challenge assumptions and toform their own opinions based on
evidence and reasoning.
Speaker 1 (07:40):
Exactly.
Speaker 2 (07:40):
Not just taking things at face value anymore.
Speaker 1 (07:43):
And these critical thinking skills are essential,
not just for academic success,but for navigating a world
that's increasingly complex andoverflowing with information.
Absolutely, You'll need theseskills to make sense of it all
100%.
It's about being able to siftthrough all the noise, to
identify credible sources, torecognize bias and to make
informed decisions based onsolid reasoning.
(08:05):
In today's world, those skillsare more important than ever.
Speaker 2 (08:08):
Couldn't agree more.
And it all starts with thoseearly literacy skills.
Right when children develop alove of reading and the ability
to comprehend and analyze whatthey read, they're setting
themselves up for a lifetime oflearning, growth and informed
decision-making.
It's a gift that keeps ongiving.
This brings us to a gift thatkeeps on giving.
Speaker 1 (08:25):
This brings us to a pivotal point in our discussion
the connection between earlyliteracy and a child's future
success.
We've touched upon the academicadvantages, but let's delve a
bit deeper into the broaderimpact on their personal and
professional lives.
Speaker 2 (08:39):
You know, thinking about how those early reading
skills paved the way forcritical thinking makes me want
to shift gears a bit and exploresomething else you included in
your research the development ofsocial-emotional learning, or
SEL.
It's a hot topic in educationthese days and I'm curious to
hear how it all ties intoreading and academic success.
Speaker 1 (08:59):
Yeah, SEL is everywhere, but I'll admit I'm
not totally clear on how it allconnects to becoming a better
reader.
Speaker 2 (09:05):
Well, think of it this way Research shows a strong
link between a child'ssocial-emotional well-being and
their ability to learn andthrive in school.
Speaker 1 (09:15):
Okay.
Speaker 2 (09:16):
Children who have strong SEL skills are better
able to regulate their emotions,build healthy relationships,
empathize with others and makeresponsible decisions.
Build healthy relationships,empathize with others and make
responsible decisions.
Basically, it's about equippingthem with those essential life
skills that go hand in hand withacademic learning.
Speaker 1 (09:30):
So it's not just about what's happening in their
heads academically, but alsoabout how they're navigating the
world around them, theirrelationships and their own
feelings.
It's about the whole package.
Speaker 2 (09:39):
You got it.
And here's where the connectionto literacy gets really
interesting.
Sel and literacy actuallyreinforce each other.
Oh, when children feel safe,supported and connected in their
learning environments, they'remore likely to engage in reading
and develop those crucialliteracy skills we've been
talking about.
Speaker 1 (09:57):
So it's like a positive feedback loop.
Strong SEL skills help fuelliteracy development, and strong
literacy skills contribute to achild's overall well-being and
social emotional growth.
Speaker 2 (10:07):
They build on each other Precisely.
And when we consider thosechallenges we discussed earlier
socioeconomic disparities,limited access to resources
addressing SEL alongsideliteracy becomes even more
crucial.
Speaker 1 (10:19):
Because if a child is dealing with social or
emotional challenges likefeeling anxious or isolated,
it's going to make it that muchharder to focus on learning to
read or tackle those timestables right.
It's like trying to build ahouse on shaky ground.
Speaker 2 (10:31):
Exactly.
Speaker 1 (10:32):
So what can we actually do to support SEL in
conjunction with literacydevelopment?
Speaker 2 (10:38):
Well, it starts with creating those nurturing and
inclusive learning environmentswhere children feel safe,
respected and valued.
It's about fostering a sense ofbelonging and connection where
they feel comfortable takingrisks, making mistakes and
learning from each other.
Speaker 1 (10:54):
That makes a lot of sense.
It's about creating a spacewhere they feel empowered to
explore and grow, bothacademically and emotionally.
Speaker 2 (11:01):
Absolutely, and it also involves explicitly
teaching SEL skills, just likewe teach academic skills.
Speaker 1 (11:07):
Oh, interesting.
Speaker 2 (11:08):
This could involve activities like role-playing
different social situations,cooperative learning projects
that encourage teamwork andcommunication, or even just
having open discussions aboutemotions, empathy and how to
handle conflicts constructively.
It's about giving them thetools and strategies they need
to navigate the social andemotional complexities of life,
both inside and outside theclassroom.
Speaker 1 (11:30):
So it's not just about letting those social
emotional skills developnaturally, but actually being
intentional about teaching andnurturing them, just like we do
with reading and math.
Speaker 2 (11:38):
You nailed it.
And when we integrate SEL intoliteracy instruction, we're not
just helping children becomebetter readers and learners,
we're helping them become moreresilient, compassionate and
well-rounded individuals.
It's about nurturing the wholechild, recognizing that academic
success is intertwined withsocial, emotional well-being.
Speaker 1 (11:57):
I love that.
It's about seeing them as awhole person, not just a
collection of academicachievements.
And this holistic approach isprobably even more crucial for
those children who may be facingadditional hurdles due to
poverty, trauma or other adverseexperiences.
Speaker 2 (12:13):
You're absolutely right.
Those experiences cansignificantly impact a child's
social-emotional development,creating invisible barriers to
learning and thriving.
By addressing SEL alongsideliteracy, we're essentially
creating a more equitable andinclusive learning environment
where all children have agenuine chance to reach their
full potential.
It's about leveling the playingfield, not just academically,
(12:33):
but emotionally as well.
Speaker 1 (12:35):
That's a powerful point.
Now you know what else caughtmy attention in your research
the role of play in earlyliteracy development.
Speaker 2 (12:41):
Well, interesting.
Speaker 1 (12:42):
I have to admit, at first it seemed a bit
counterintuitive Playtime andbuilding those foundational
literacy skills.
I didn't see the connection.
Speaker 2 (12:50):
It's easy to think of play as simply a fun break from
learning, but it's so much morethan that.
What's fascinating is that playprovides a natural and engaging
context for children to developlanguage, vocabulary and
storytelling skills.
When children engage in pretendplay, they're constantly
experimenting with language,vocabulary and storytelling
skills.
When children engage in pretendplay, they're constantly
experimenting with language,creating narratives and
negotiating roles and scenarioswith each other.
(13:12):
It's like they're littleauthors and actors, creating
their own worlds and storiesthrough play.
Speaker 1 (13:17):
I love that analogy.
You're right, when kids arereally immersed in pretend play,
they're coming up withcharacters, dialogue, plot
twists.
They're basically flexing thosecreative writing muscles
without even realizing it.
Speaker 2 (13:27):
Exactly, and these playful interactions help
children develop theirimaginations, creativity and
problem-solving skills, all ofwhich are essential for literacy
and learning.
Speaker 1 (13:37):
So it's not just about drilling flashcards or
completing worksheets.
It's about allowing children toexplore, experiment and express
themselves through play.
It's about allowing children toexplore, experiment and express
themselves through play.
It's about embracing thatnatural instinct to learn
through play.
Speaker 2 (13:49):
Absolutely, and when we intentionally incorporate
play into literacy activities,we make learning more engaging,
enjoyable and meaningful forchildren.
It's about tapping into theirnatural curiosity and love of
play to foster a lifelong loveof reading and learning.
We want them to associatereading with joy and discovery,
(14:10):
not just with drills andassessments.
Speaker 1 (14:12):
That's so important to make it feel like an
adventure, not a chore.
And this playful approach isprobably even more crucial for
those children who may havelimited access to books or
formal literacy instruction athome.
Speaker 2 (14:23):
Exactly.
Play can happen anywhere,anytime, with minimal resources.
It's a powerful tool forleveling the playing field and
ensuring that all children havethe opportunity to develop those
crucial literacy skills,regardless of their background
or circumstances.
Speaker 1 (14:37):
It's about making those building blocks of
literacy accessible to everyone.
So, in a nutshell, let'sencourage children to play, to
imagine, to create and toexplore.
It's not just about lettingthem have fun.
It's about nurturing theirliteracy skills, their
social-emotional well-being andtheir overall development.
Speaker 2 (14:55):
I couldn't agree more .
Now, shifting gears a bit, I'malso curious to hear your
thoughts on the role of schoolsin all of this.
I mean, we've talked aboutparents, SEL, the power of play,
but what about the actuallearning environment?
What are some key elements thatcontribute to a school's
success in fostering a love ofreading and making sure all
their students have theopportunity to thrive?
Speaker 1 (15:16):
That's a great question.
I think it goes beyond justhaving a well-stocked library.
You know, what do you think?
Speaker 2 (15:21):
Well, you're right, it's bigger than just the
physical resources.
It starts with creating astrong school-wide culture that
truly values and celebratesliteracy.
This means that reading isn'tconfined to just language arts
classes.
It's woven into all subjects inevery aspect of the school day.
Speaker 1 (15:37):
So it's about creating an environment where
books, reading materials andopportunities for literacy
engagement are everywhere youlook.
It's almost like immersing themin a world where reading is
just part of the air theybreathe.
Speaker 2 (15:49):
Exactly Libraries that are well-stocked and
welcoming, classrooms with cozyreading nooks and bookshelves
overflowing with stories, evenhallways and common areas that
showcase student writing or bookrecommendations.
It's about making readingvisible and accessible
throughout the school.
Speaker 1 (16:06):
It's like saying hey, reading is important here, it's
valued here, it's F-U-N here,and not just through decorations
, but through how it's actuallyintegrated into the daily
routine.
Speaker 2 (16:16):
Precisely, and that includes providing dedicated
time for reading, bothindependently and aloud.
This could look like structuredsilent reading periods,
opportunities for students toshare their favorite books with
classmates, or even invitingguest readers from the community
to share their love of stories.
It's about making reading aregular and cherished part of
the school day.
Speaker 1 (16:36):
It's about creating a rhythm, a habit, a time and
space where reading is just partof what we do, and not just
about reading for the sake ofreading, but about fostering
that genuine love for it.
Speaker 2 (16:46):
Exactly, and it also involves ensuring that every
student, regardless of theirbackground or reading level, has
access to high-quality literacyinstruction.
This means providingdifferentiated instruction,
targeted interventions forstruggling readers and
enrichment opportunities forthose who are already soaring
ahead.
Speaker 1 (17:03):
So it's about meeting students where they are and
providing them with the specificsupport they need to grow and
thrive as readers.
It's about personalizedlearning, not a
one-size-fits-all approach.
Speaker 2 (17:13):
You got it.
It's also important to createopportunities for students to
engage in authentic literacyexperiences that go beyond just
textbooks and worksheets.
Think about writing for realaudiences, participating in book
clubs or author visits, or evencreating their own books or
digital stories.
It's about making literacyrelevant, engaging and connected
to the real world.
Speaker 1 (17:33):
It's about giving them a purpose, a reason to read
and write.
That goes beyond just getting agood grade.
It's about connecting it totheir passions, their interests,
their lives.
Speaker 2 (17:43):
Precisely and finally , it's about fostering a
collaborative culture whereteachers, administrators,
families and community membersall work together to support
students' literacy development.
It's about creating a sharedresponsibility for ensuring that
all students have theopportunity to become successful
readers and lifelong learners.
Speaker 1 (18:02):
It really does take a village, doesn't it?
When schools embrace theseprinciples, they're not just
creating a learning environment,they're building a community
that values and supportsliteracy at every level.
Speaker 2 (18:12):
I couldn't agree more .
It's a powerful recipe fornurturing a love of reading and
empowering students to reachtheir full potential.
Now, thinking about that sharedresponsibility, I'd love to
hear your thoughts on anothercrucial aspect of this whole
conversation the importance ofearly intervention for students
who might be struggling withreading.
Speaker 1 (18:30):
Right, we've talked about the long-term consequences
of falling behind in thoseearly years, but what can we
actually de-do to identify andsupport these students before
those gaps become too wide?
It feels like a race againsttime.
Speaker 2 (18:42):
You're right Early intervention is key when it
comes to addressing readingdifficulties.
The sooner we can identify andsupport students who are
struggling, the greater theirchances of catching up and
succeeding in school.
It's about being proactiverather than waiting until a
child is significantly behindbefore taking action.
Speaker 1 (19:01):
So it's about being vigilant, watching for those
early signs and having systemsin place to catch those students
who might be slipping throughthe cracks.
What would that look like inpractice?
Speaker 2 (19:11):
There are several key strategies that can help us
identify and support strugglingreaders in those early years.
First and foremost, it involvesregular screening and
assessments to monitor students'progress and identify any areas
of concern.
Think of it like those regularcheckups we get at the doctor's
office.
You know they help catchpotential problems early on.
Speaker 1 (19:30):
So it's about having those systems in place to track
students' literacy developmentand flag any potential red flags
like consistently scoring belowbenchmarks or struggling to
keep up with peers.
Speaker 2 (19:43):
Exactly, and once we've identified students who
may need additional support,it's crucial to provide targeted
interventions that addresstheir specific needs.
Speaker 1 (19:51):
Makes sense.
Speaker 2 (19:51):
This might involve small group instruction,
one-on-one tutoring orspecialized programs
specifically designed forstruggling readers.
It's not a one-size-fits-allsolution.
It's about tailoring thesupport to meet the individual
needs of each child.
Speaker 1 (20:05):
It's like having a toolbox full of different
strategies and resources andknowing which ones to use for
each child's unique learningprofile.
Speaker 2 (20:13):
That's a great analogy, and it's also important
to remember that this isn'tjust about what happens in the
classroom.
We need to involve families inthe process, keeping them
informed of their child'sprogress and working
collaboratively to developstrategies that can be
reinforced at home.
It's about creating a truepartnership between school and
home to support the child'sliteracy development.
Speaker 1 (20:33):
So it's about creating a consistent and
supportive network around thatchild, where everyone is working
together towards the same goal.
And, of course, it's crucial tocreate that supportive and
encouraging learning environmentwithin the school as well.
Speaker 2 (20:46):
Exactly.
We want students to feel safeto take risks, make mistakes and
ask for help when they need it.
It's about fostering a growthmindset where students
understand that learning is ajourney and that challenges are
opportunities for growth.
We want them to see setbacksnot as failures, but as stepping
stones on their path tobecoming confident readers.
Speaker 1 (21:05):
It's about creating a culture of learning where
mistakes are seen as part of theprocess, not something to be
ashamed of.
When we implement thesestrategies, we create a powerful
safety net for strugglingreaders, ensuring that they have
the support they need tosucceed.
Now, as we go even deeper intothe world of early literacy, I
want to shift our focus to atopic that often sparks a lot of
(21:28):
debate but is incrediblyimportant the role of phonics
instruction in developingreading skills.
There's been a lot ofdiscussion about the best
approach to teaching reading,and I'm curious to hear your
perspective on this complexissue.
Speaker 2 (21:41):
You're right, it's a topic that's generated a lot of
discussion and you knowdifferent perspectives among
educators and researchers, buteven with various approaches and
philosophies out there, there'sa growing consensus that
explicit and systematic phonicsinstruction plays a crucial role
in helping children learn toread.
Speaker 1 (21:59):
So, for those who might not be familiar, can you
break down what phonicsinstruction actually is and why
it's considered so essential?
Speaker 2 (22:06):
Absolutely.
Phonics instruction reallyzeroes in on the relationship
between letters and sounds.
It's about teaching childrenhow to decode words by breaking
them down into their individualsounds and then blending those
sounds together to read thewhole word.
It's like giving them the codeto unlock the written word.
It's like giving them the codeto unlock the written word.
Speaker 1 (22:22):
So it's not just about memorizing sight words or
guessing at the meaning of wordsbased on context clues.
It's about giving children asolid foundation in the actual
building blocks of reading,understanding how those letters
and sounds work together tocreate meaning.
Speaker 2 (22:37):
Exactly and research consistently shows that explicit
and systematic phonicsinstruction, especially in those
early years, is highlyeffective in helping children
develop reading fluency andcomprehension skills.
Speaker 1 (22:49):
So it's like giving them the keys to unlock the
entire world of reading.
Speaker 2 (22:52):
Precisely, but it's important to remember that,
while phonics instruction isessential, it's not the whole
story.
Effective reading instructionalso involves developing
vocabulary comprehension skillsand nurturing that love of
reading that we've been talkingabout.
Speaker 1 (23:06):
So it's about taking a balanced approach,
incorporating phonicsinstruction alongside those
other important elements ofliteracy development.
It's like a well-rounded mealyou need all the different food
groups for a healthy diet.
I love that analogy.
Speaker 2 (23:17):
It's about nourishing those young minds with all the
ingredients they groups for ahealthy diet.
I love that analogy.
It's about nourishing thoseyoung minds with all the
ingredients they need to becomestrong and confident readers.
And it's also crucial toremember that not all children
learn at the same pace or in thesame way.
That's where differentiatedinstruction comes in,
recognizing that differentchildren may require different
types of support to succeed.
Speaker 1 (23:38):
So it's about meeting each child where they are and
providing them with theindividualized instruction they
need to thrive.
It's about recognizing thatlearning to read is a journey
and each child might take aslightly different path.
Speaker 2 (23:50):
Exactly when we embrace a balanced and
differentiated approach toreading instruction, we empower
all children to becomesuccessful readers and lifelong
learners.
And speaking of empoweringchildren, you know what else I
found fascinating in yourresearch the role technology can
play in supporting andenhancing reading development.
(24:10):
It's something we can't ignorein today's digital world.
Speaker 1 (24:14):
I was just thinking about that.
I mean, kids today are growingup surrounded by technology and
it's only going to become moreintegrated into their lives.
It seems like a missedopportunity if we don't figure
out how to leverage these toolsto foster a love of reading and
build those essential literacyskills.
Speaker 2 (24:29):
Exactly, and it's not about replacing traditional
books or teaching methods.
It's about using technology asa complementary tool to enhance
and enrich the learningexperience as a complementary
tool to enhance and enrich thelearning experience.
Speaker 1 (24:40):
So it's about finding that balance between the
traditional and the digital,recognizing that each has its
own strengths and can worktogether to create a more
engaging and effective learningenvironment.
Speaker 2 (24:48):
Precisely.
For example, think aboutdigital books and interactive
reading apps.
They can provide a multisensoryexperience, engaging children
with animations, sound effectsand even games that reinforce
reading skills.
It's about making reading moredynamic and interactive,
especially for those childrenwho might have shorter attention
spans or who learn best throughvisual or auditory stimulation.
Speaker 1 (25:12):
It's about meeting them where they are and, let's
face it, where they are isincreasingly in that digital
space.
It's about speaking theirlanguage, so to speak.
Speaker 2 (25:21):
Exactly, and technology can also offer more
personalized learningexperiences, tailored
instruction to each child'sindividual needs and reading
level.
Adaptive reading programs canadjust the difficulty of texts
and activities based on achild's progress, ensuring that
they're always appropriatelychallenged but not overwhelmed.
Speaker 1 (25:39):
It's like having a personal tutor who can adapt to
their individual learning styleand pace.
Speaker 2 (25:44):
That's a great way to put it.
And let's not forget aboutaccess.
Technology can provide accessto a wider range of reading
materials than ever before,including books, articles and
websites from around the world.
This can be a game changer forchildren who live in rural areas
or who have limited access tolibraries or bookstores.
It's about breaking down thosebarriers to literacy and making
(26:06):
those reading resourcesavailable to all children,
regardless of their location orsocioeconomic background.
Speaker 1 (26:12):
It's about leveling the playing field when it comes
to access to information andknowledge.
Speaker 2 (26:17):
Absolutely, and technology can also be a
powerful tool for fostering asense of community and shared
learning.
Speaker 1 (26:22):
Oh, how so.
Speaker 2 (26:23):
By facilitating collaboration and communication.
Think about online book clubs,virtual author visits or even
just video conferencing withclassmates to discuss a book
they're reading together.
It's about expanding theboundaries of the classroom and
connecting children with thewider world of literacy and
learning.
Speaker 1 (26:39):
It's about creating those connections and sparking
those conversations that canreally ignite a passion for
reading.
Speaker 2 (26:45):
Exactly.
And finally, let's notunderestimate the power of
technology to empower childrento become creators of their own
digital stories, videos andpresentations.
It's about giving them a voice,a platform to share their ideas
and perspectives with the world.
It's about transformingchildren from passive consumers
of information to activecreators and contributors to the
(27:06):
world of literacy and knowledge.
Speaker 1 (27:08):
It's about giving them the tools to express
themselves, to tell theirstories, to share their unique
voices with the world.
It's pretty powerful stuff.
Speaker 2 (27:16):
It is, and it all comes back to that core message
when used thoughtfully andstrategically, technology can be
a powerful ally in fostering alove of reading, building those
essential literacy skills, theundeniable connection between
literacy and a child's futuresuccess.
Speaker 1 (27:29):
We've talked about the academic advantages, the
impact on career prospects andeven the broader societal
(27:50):
benefits of fostering a trulyliterate population.
Speaker 2 (27:53):
And we've explored the critical role that parents,
educators, communities and eventechnology can play in nurturing
that love of reading and makingsure all children have the
opportunity to develop theseessential skills.
It really is a collectiveeffort.
Speaker 1 (28:07):
But before we move on to our final segment, I want to
leave you with athought-provoking question to
ponder.
If we know that literacy is thevery foundation for lifelong
learning, critical thinking andactive citizenship, what more
can we do to create a worldwhere every single child has the
opportunity to thrive and reachtheir full potential?
We'll delve deeper into thisquestion in our next segment,
(28:29):
but for now, I encourage you tosit with this challenge and
consider how you mightcontribute to building a more
equitable and literate world forall.
Speaker 2 (28:36):
Welcome back.
As we wrap up this deep diveinto early literacy, I want to
really hone in on somethingthat's been at the heart of
everything we've talked aboutBridging the literacy gap, you
know, creating a more equitablefuture for all children,
leveling the playing field.
Speaker 1 (28:52):
It made me think about all those kids who don't
have that access, you know, whoare facing an uphill battle from
the start.
We've covered so much ground,from those third grade
milestones to the role ofparents in schools, but we can't
ignore the reality that not allchildren have equal
(29:13):
opportunities when it comes toliteracy.
Speaker 2 (29:15):
You're absolutely right and unfortunately, the
research you sent over reallyconfirms that you know.
There are still significantdisparities in literacy rates
based on things likesocioeconomic status, race,
ethnicity, even where a childlives.
It's a stark reminder thataccess to quality education and
literacy resources is not agiven for every child.
Speaker 1 (29:33):
It's like some kids are starting a marathon a mile
behind the starting line, andthose disparities have
consequences that ripple outright Far beyond just their
early years.
Speaker 2 (29:42):
Exactly Children who struggle with reading are more
likely to face, well, you know,a whole host of challenges
Academic difficulties, socialand emotional struggles, even
limited career opportunitieslater in life.
It's a cycle that can be reallyhard to break.
Speaker 1 (29:57):
So how do we break this cycle?
We've talked about solutions ona smaller scale supporting
parents, fostering SEL, creatingthose literacy-rich schools but
how do we tackle this biggerissue of systemic inequality?
Speaker 2 (30:10):
Where do we even begin.
It's a complex challenge forsure and there's no easy answer.
It requires a multi-prongedapproach, one that addresses
both the systemic factors thatcreate those disparities and D
the individual needs of thosechildren who are already falling
behind.
We need to be able to see boththe forest and the trees, so to
speak.
Speaker 1 (30:25):
Okay, I like that.
So a multi-pronged approach,attacking the problem from all
sides.
What would that look like inactual concrete terms?
What are some tangible steps wecan take?
Speaker 2 (30:35):
Well, for me, it starts with investing in high
quality early childhoodeducation programs, programs
that provide all children with astrong foundation in literacy,
regardless of their background.
That means well-trainedteachers, engaging curricula and
plenty of resources to supportlanguage and literacy
development from a very youngage.
It's about giving every child afair chance to succeed right
(30:58):
from the start.
Speaker 1 (31:00):
Right.
So it's not just aboutproviding access to preschool or
kindergarten, but it's aboutmaking sure those programs are
actually setting kids up forsuccess in reading.
Quality, not just quantity.
Speaker 2 (31:10):
You got it, but we also can't forget about the kids
who might need a little extrahelp along the way.
That's where those targetedinterventions come in, providing
small group instruction,one-on-one tutoring or even
specialized programs that aredesigned to address specific
reading difficulties.
It's about catching those kidswho are struggling early on and
giving them the support theyneed to catch up and thrive.
Speaker 1 (31:30):
It's like building those scaffolding supports
around them, helping them reachthat same level as their peers.
And you know, as you weretalking about the systemic
factors, it made me think are wejust talking about educational
solutions here, or are we alsotalking about addressing those
bigger societal issues likepoverty and inequality?
Speaker 2 (31:50):
You're hitting on a crucial point for sure.
Addressing literacy disparitiesisn't just about fixing schools
.
It's about tackling thosebroader social and economic
factors that create thoseunequal playing fields.
You know, those things that putsome kids at a disadvantage
right from the start.
Think about initiatives toreduce poverty, improve access
to health care and nutrition andprovide support for families
(32:12):
who are struggling to make endsmeet.
When we address thoseunderlying factors, we create a
more fertile ground for literacyto take root and flourish.
Speaker 1 (32:20):
It's about creating an environment where children
can thrive, not just survive,and it's not just about
individual families orclassrooms.
It's about creating a societythat values and supports
literacy for everyone.
So are there things we can doon a policy level to advocate
for those changes?
Speaker 2 (32:38):
Absolutely.
We need to be advocating forpolicies that put literacy front
and center.
You know increased funding forearly childhood education,
expanded access to libraries andcommunity literacy programs,
even teacher training programsthat equip educators with the
most up-to-date and effectivemethods for teaching reading.
It's about using our voices andour collective power to make a
(32:58):
difference, to create changethat benefits all children.
Speaker 1 (33:02):
So it's about being engaged citizens, you know,
participating in thoseconversations and pushing for
policies that reflect our values.
And as we've been talking aboutall these big picture solutions
, it made me think are therethings we can do on a smaller
scale to make a difference, likein our own lives, in our
communities?
Speaker 2 (33:18):
Oh for sure.
Fostering a culture of literacystarts at home, in our families
and communities.
It's about encouraging parentsto read to their children even
from a very young age, providingaccess to books and creating
those fun opportunities for kidsto experience the joy of
reading.
It's about making reading avalued and integral part of our
daily lives.
Speaker 1 (33:37):
It's about sending the message that reading matters
, that stories matter, thatknowledge matters, and it's not
just something we do in school,it's a part of who we are.
Speaker 2 (33:46):
I love that when we embrace these strategies, both
big and small, and work togetherto address the complex issue of
literacy inequality, we cancreate a world where every child
has the chance to thrive, toreach their full potential.
It's a vision worth fightingfor.
Speaker 1 (34:01):
It really is, and it reminds us that we all have a
role to play in making thathappen, Whether we're parents,
educators, policymakers or justconcerned citizens.
We can all do our part.
So that wraps up our deep diveinto the world of early literacy
.
Speaker 2 (34:16):
It's been such a fascinating conversation.
Speaker 1 (34:18):
I hope you found it informative and maybe even a
little inspiring.
It's a reminder that literacyis about so much more than just
decoding words on a page.
It's about unlocking humanpotential, empowering minds and
creating a brighter future foreveryone.
Thanks for joining us.
Speaker 2 (34:32):
Until next time, keep exploring, keep learning and
keep those pages turning.
Speaker 1 (34:37):
Hey everyone, let's deep dive into something I know
is on a lot of your minds,Redshirting Specifically how it
might affect a child's academicsby third grade, especially in
weeding and math.
Speaker 2 (34:51):
Big decision for a lot of parents.
Speaker 1 (34:53):
Huge.
Yeah.
You guys have sent in tons ofresearch and articles, so let's
break it all down to make surewe're all on the same page,
though.
Sure, Redshirting is basicallylike giving your kid an extra
year before kindergarten.
Speaker 2 (35:05):
Right.
Speaker 1 (35:05):
So they're a little older, maybe more mature, and
hopefully that gives them aboost in school.
Speaker 2 (35:09):
Makes sense.
Speaker 1 (35:11):
But get this.
The research actually showsthat early math skills can be a
better predictor of how well akid will do in school later on
than early reading skills.
Kind of surprising, right?
Speaker 2 (35:23):
It is interesting we always hear so much about like
early literacy and reading.
Speaker 1 (35:27):
Right.
So why does math sometimes feellike this huge mountain to
climb?
Speaker 2 (35:32):
Well, think of it this way Math is kind of like
building a brick wall Eachconcept builds on the last one,
and if you miss a brick early,on.
Speaker 1 (35:39):
The whole thing gets wobbly.
Speaker 2 (35:40):
Exactly.
And then there's the abstractthinking.
Math needs Like Negativenumbers.
Speaker 1 (35:46):
Yeah.
Speaker 2 (35:46):
That's a tough one for kids to get because it's not
something they see in the realworld the same way they see.
You know the color blue.
Ah yeah, it's abstract, makessense.
Speaker 1 (35:57):
Reading.
On the other hand, it's allabout language, and kids hear
language all the time On theother hand, it's all about
language and kids hear languageall the time From day one,
practically Bedtime stories justchatting with family, so it
feels way more familiar.
Speaker 2 (36:08):
Right.
Speaker 1 (36:08):
So we've got these two big subjects, reading and
math both super important,Absolutely.
But the research you sentpoints to third grade being like
this huge EE turning point.
Speaker 2 (36:18):
Yeah.
What's so special about thirdgrade?
Well, third grade is when kidsgo from learning to read to
reading to learn.
Speaker 1 (36:25):
Well, that's a good way to put it.
Speaker 2 (36:26):
It's like before third grade.
Reading is like learning how touse a hammer.
Speaker 1 (36:30):
Okay.
Speaker 2 (36:30):
You're focused on the mechanics.
Speaker 1 (36:32):
Okay.
Speaker 2 (36:32):
But then in third grade reading becomes the hammer
you use to build like a wholehouse of knowledge.
I love that.
And it's the same with math.
It's not just adding andsubtracting anymore, it gets
more complex.
They got to use their mathskills for word problems.
Speaker 1 (36:46):
Which needs good reading too.
Speaker 2 (36:48):
Exactly, it's all connected.
Speaker 1 (36:49):
So they need both writing A and D math to really
unlock learning in third grade.
Speaker 2 (36:56):
Yeah.
Speaker 1 (36:56):
Like they need both oars in the water to row the
boat.
Speaker 2 (36:59):
Yeah.
Speaker 1 (37:00):
What if a kid is struggling, though?
Speaker 2 (37:02):
Mm-hmm.
Speaker 1 (37:08):
The research mentioned different
interventions, even somespecific software like Lexia for
reading and DreamBox for math.
Speaker 2 (37:11):
Have you used those?
I have.
They're really cool becausethey adapt to each kid's level.
Speaker 1 (37:15):
Oh, I saw.
Speaker 2 (37:16):
So, like with Lexia, a child works through this
personalized learning path thathelps them with the exact
reading skills they need to getbetter at.
Speaker 1 (37:24):
So it's like a personal tutor basically that
focuses on where they need help.
Speaker 2 (37:28):
Exactly, and that's why early intervention is so
important.
The sooner we can figure outwhat a kid needs help with, the
sooner we can get them caught up.
Speaker 1 (37:35):
And that can help them feel more confident.
Speaker 2 (37:37):
Absolutely.
And that confidence doesn'tstop with just schoolwork either
.
It can really affect theirsocial and emotional lives too.
Speaker 1 (37:43):
Okay, let's dive into that.
In part two We'll talk abouthow these academic struggles can
impact how a child feels aboutthemselves.
Sounds good, see you there.
Speaker 2 (37:53):
So we were talking about how a child's success in
school you know, with readingand math can really affect their
emotional well-being.
Speaker 1 (38:00):
Yeah, it's a big deal .
Imagine being that kid whoalways feels lost in class or
behind Tough right.
Speaker 2 (38:08):
It can be really disheartening.
Kids start to doubt themselves,maybe feel anxious about school
.
Some even withdraw from socialstuff altogether.
Speaker 1 (38:17):
Yeah, that makes sense.
The research you sent talkedabout that really vividly Kids
avoiding reading aloud or groupwork because they're scared of
being judged or feelingembarrassed.
Speaker 2 (38:26):
It's like a defense mechanism.
You know they're trying toprotect themselves from those
bad feelings.
Speaker 1 (38:30):
But then they might miss out on actually learning
and connecting with other kids.
Speaker 2 (38:33):
Exactly, and it can snowball, you know, struggling
academically, feeling bad aboutthemselves and then starting to
isolate Not a good combothemselves and then starting to
isolate.
Speaker 1 (38:43):
Not a good combo?
No, not at all.
And the longer it goes on,those negative thoughts can
stick, Like I'm just bad at mathor I'm a slow reader.
Speaker 2 (38:48):
Right, and that just chips away at their self-esteem,
which is where this redshirting idea comes in, right.
Speaker 1 (38:54):
Yeah, some parents see that extra year as a way to
give their kid a littlebreathing room time, to build
that confidence and maybe avoidsome of those negative
experiences.
Speaker 2 (39:04):
Like giving them a chance to, you know, build a
solid foundation before theyhave to build the whole
skyscraper.
Speaker 1 (39:09):
So let's say a parent IS thinking about redshirting,
what are some benefits theymight actually see by, say,
third grade?
Speaker 2 (39:17):
Well, that extra year can make a huge difference.
With foundational skills, bothreading and math, they start
first grade already knowingtheir.
With foundational skills, bothreading and math, they start
first grade already knowingtheir letters and sounds,
numbers, those basics.
Speaker 1 (39:27):
They're not starting from scratch.
Speaker 2 (39:29):
Exactly, and that can make going to school so much
smoother.
I mean, think about it.
They're older, They've had moretime to develop those like fine
motor skills for writing.
They're better at payingattention, following directions
it adds up.
Speaker 1 (39:41):
So they're just more ready for what school throws at
them.
Speaker 2 (39:44):
Yeah, and remember we talked about those early math
skills being so important.
Well, if a kid's had that extrayear to like play with numbers,
figure out spatial stuff, justdevelop that number sense.
Speaker 1 (39:56):
They're going to feel more confident with those
tougher math concepts later on.
Speaker 2 (40:00):
Right, it's like they built that mathematical
intuition and that confidence.
That's huge.
Speaker 1 (40:04):
It is Like having that little voice inside saying
you got this.
Speaker 2 (40:08):
Totally, and when kids feel confident about what
they can do, they're more likelyto participate in class, try
harder things, maybe even enjoylearning.
Speaker 1 (40:16):
Okay, so redshirting could lead to stronger skills,
more confidence, a smootherstart to school.
What about social and emotionalbenefits?
Speaker 2 (40:27):
Well, a red-shirted kid, being a bit older, might
feel more comfortable with theirclassmates.
They might be more likely tolike be a leader, handle social
situations better and even dealwith conflict more maturely.
Speaker 1 (40:38):
The research had some examples, like red-shirted kids
feeling more comfortable doinggroup projects or starting
friendships.
Speaker 2 (40:44):
It's like they have more social skills.
They're not so worried aboutfitting in or keeping up.
You know.
Speaker 1 (40:49):
And that social confidence can make them feel
better overall.
Speaker 2 (40:53):
For sure, it's all connected, you know academic
confidence, social confidence,feeling good about themselves.
Speaker 1 (40:58):
Redshirting sounds like it could really set off a
positive chain reaction.
Speaker 2 (41:02):
That's the hope, but of course, like anything, it's
not a magic solution.
There are some potentialdownsides to think about.
Speaker 1 (41:09):
Always a catch, huh.
Speaker 2 (41:10):
Right, so it's super important to look at this from
all angles.
Speaker 1 (41:15):
Let's do that in part three.
We'll make sure everyonelistening has all the info they
need to decide what's best fortheir kids.
See you there?
Okay, so we're back and we'vetalked about all the info they
need to decide what's best fortheir kids.
See you there?
Okay, so we're back and we'vetalked about all the potential
good stuff about redshirting.
But, like you were saying,there's always another side.
Speaker 2 (41:29):
Right, it's not always the best choice for every
kid.
Speaker 1 (41:32):
What are some of the things that parents should think
about, maybe on the downside ofredshirting?
Speaker 2 (41:36):
One thing is even though a redshirted kid is older
, they might actually end upfeeling bored in class.
Speaker 1 (41:42):
Bored, but they're older, Shouldn't they be like
more advanced?
Speaker 2 (41:47):
Not necessarily.
It really depends on the kid.
And if the schoolwork isn'tchallenging enough, oh I see.
If it's too easy they mightcheck out.
Speaker 1 (41:55):
Like why bother trying right yeah.
And instead of getting excitedabout learning, they lose
interest.
So finding that right level ofchallenge is important, no
matter what age they are.
Speaker 2 (42:07):
Absolutely.
And we can't forget about thesocial side of things either.
Speaker 1 (42:11):
Oh right, we were talking about that before, about
how redshirting could help somekids socially.
Speaker 2 (42:16):
Yeah, but being older can also create a weird dynamic
, like if they end up being alot older than their classmates
all the way through school.
Speaker 1 (42:24):
They might feel like they don't really fit in.
Speaker 2 (42:26):
Exactly, and kids, they really want to be part of
the group, you know.
Speaker 1 (42:30):
Belonging is so important.
Speaker 2 (42:31):
Huge, yeah.
And that social disconnect, itcan be tough, Especially as they
get older.
It can make them feel isolated,even hurt their self-esteem.
Speaker 1 (42:40):
Wow, this is a lot to consider.
Isolated even hurt theirself-esteem.
Wow, this is a lot to consider.
It seems like redshirting isn'ta simple yes or no decision.
Speaker 2 (42:45):
It's definitely not one size fits all.
Every kid is different, everyfamily is different.
Speaker 1 (42:49):
What are some things that parents should think about
when they're trying to make thisdecision?
Speaker 2 (42:53):
Well, I always say the most important thing is to
really know your child.
Are they naturally curious?
Do they get excited aboutlearning new things?
Do they need a little more timeto get comfortable in new
situations?
Those are all clues those aregreat questions and, of course,
if there are any developmentalthings going on that might
affect their learning.
Speaker 1 (43:13):
That's super important to consider too so
it's not just about age, it'sabout all these different pieces
of the puzzle right it.
Speaker 2 (43:20):
It's about the whole picture, and the good news is
parents don't have to figurethis out all alone.
Speaker 1 (43:25):
There are people who can help.
Speaker 2 (43:26):
Absolutely.
Talk to teachers, childdevelopment experts or even
other parents who've gonethrough this already.
Speaker 1 (43:32):
Getting different perspectives can really help.
Speaker 2 (43:34):
Definitely, it's about gathering information,
weighing the pros and cons andthen you know, trusting your gut
feeling.
Speaker 1 (43:42):
That's so important, trusting that parental instinct,
weighing the pros and cons, andthen you know, trusting your
gut feeling.
That's so important, trustingthat parental instinct.
Well, as we wrap up this deepdive on redshirting, here's a
final thought for everyonelistening.
We've talked about howimportant it is to help kids
love learning A and D, have astrong foundation in reading and
math.
How do we create those amazinglearning environments that do
both Ones, that let kids becurious and set them up for
(44:05):
success?
Speaker 2 (44:06):
Such a good question, you know.
I think it starts withremembering that every single
kid is unique.
What works for one might notwork for another.
Some kids do great withstructure, others need more
flexibility.
Some are hands-on learners,others love to read.
Speaker 1 (44:21):
There's so many different learning styles.
Speaker 2 (44:22):
It's about finding those personalized learning
experiences, the ones thatreally tap into each child's
strengths and, of course, makinglearning FUN.
Speaker 1 (44:30):
So important, making it enjoyable.
Thanks so much for joining uson this deep dive into
redshirting.
We hope this has given you somethings to think about and that
you feel more confident aboutmaking this decision for your
family.
Until next time, keep thosedeep dives.
Hey, everyone, Ready for another deep dive?
Always Okay.
So we've got a ton of researchhere, all about reading,
specifically third-grade readingproficiency.
Speaker 2 (00:10):
Sounds fascinating.
Speaker 1 (00:11):
It is.
And it gets even moreinteresting when you see how it
all connects to future success,especially when it comes to
college.
Like did you know that achild's reading level in third
grade can actually be a strongindicator of whether they'll go
to college?
Speaker 2 (00:25):
Wow, third grade seems pretty early to be
thinking about collegeapplications.
Speaker 1 (00:29):
I know right, but the connection is there.
Speaker 2 (00:32):
So is it like some magical crystal ball predicting
the future, or what?
Speaker 1 (00:37):
Not exactly.
It's more about a major shiftthat happens around third grade.
Speaker 2 (00:40):
Okay, I'm intrigued.
Tell me more.
Speaker 1 (00:42):
Well, our expert can actually explain it way better
than I can.
Speaker 2 (00:46):
Think of it as moving from learning to read to
reading to learn.
Speaker 1 (00:50):
Ooh, I like that.
Speaker 2 (00:51):
It's almost like graduating, you know, from
sounding out words to actuallyusing reading as a tool to well
absorb knowledge across allsubjects.
Speaker 1 (00:59):
Okay.
So if a kid hasn't reallymastered reading by third grade,
they're going to have a toughertime keeping up in all their
other subjects later on.
Speaker 2 (01:06):
Exactly.
Speaker 1 (01:07):
Makes sense.
Speaker 2 (01:08):
Imagine trying to learn about oh, I don't know
photosynthesis or ancientcivilizations, when you're still
struggling to decode everyother word.
Speaker 1 (01:18):
Yeah, that would be tough.
Speaker 2 (01:19):
And it's not just about struggling academically
either.
It can also take a toll on achild's self-esteem.
Speaker 1 (01:25):
Oh, for sure.
Speaker 2 (01:25):
And make them, you know, less engaged in school
overall.
Right, like that domino effectand sadly, in some cases it can
even contribute to higherdropout rates down the line.
Speaker 1 (01:36):
It's all connected and you know what else?
The research you sent alsomentions how critical thinking,
social skills, even a child'sbelief in themselves, are all
linked to early reading.
Speaker 2 (01:47):
It makes sense when you think about it.
Speaker 1 (01:49):
Right, like a kid who devours books, probably has a
richer vocabulary, feels morecomfortable expressing
themselves, maybe evenapproaches the world with more
curiosity.
I can definitely relate to that.
Speaker 2 (01:59):
Me too.
I was totally that kid alwayslost in a book.
Speaker 1 (02:02):
So how does all of this link to college?
We know those early years areimportant, but what's the actual
connection?
Speaker 2 (02:08):
Well, the research is pretty clear on this one.
There's a strong correlationbetween third grade reading
levels and high schoolgraduation rates, and high
school graduation beingobviously a major stepping stone
to college Exactly.
But it's not simply about youknow, being able to read a
college textbook.
It's about having that solidfoundation to learn
(02:29):
independently, think criticallyabout complex topics, navigate
the demands of higher education.
Speaker 1 (02:34):
So it's about equipping them with the skills
they'll need to thrive evenafter they leave the classroom.
Not just about test scores.
It's about setting them up forsuccess in life.
Speaker 2 (02:43):
You got it, and that's why it's so crucial to
pay attention to those earlyyears and make sure every child
gets the support they need tobecome a proficient reader.
Speaker 1 (02:52):
Like building a strong foundation for a house.
Speaker 2 (02:54):
Perfect analogy.
Without it, the whole structureis shaky.
Speaker 1 (02:58):
Okay, so we've established that third grade
reading is a big deal, but yourresearch also delves into some
of the challenges, right?
Speaker 2 (03:05):
It does.
Speaker 1 (03:05):
It talks about how parental education levels and
socioeconomic background canplay a role.
What did you find mostinteresting there?
Speaker 2 (03:14):
Well, what really stands out is the disparity in
access to resources and support,which, unfortunately, can
create a gap in readingproficiency.
Meaning which, unfortunately,can create a gap in reading
proficiency.
Meaning Well, children whoseparents have higher levels of
education often have more accessto books at home, engage in
more educational activities,experience a more language-rich
(03:36):
environment from a very youngage.
Speaker 1 (03:38):
Right, it's like having a head start before they
even set foot in a classroom.
But it's not as simple as justpointing fingers at families or
circumstances.
Speaker 2 (03:48):
Of course not.
It's not about assigning blame,gosh.
Yeah, it's about recognizingthat systemic factors can create
unequal opportunities, but theencouraging thing is that there
are programs and interventionsspecifically designed to address
these gaps.
Speaker 1 (03:57):
So there's hope for leveling the playing field.
Speaker 2 (03:59):
Exactly, and you know .
Speaking of foundations, youalso included some research on
the impact of third grade mathproficiency, particularly
mastering those times, tablesand fractions.
Speaker 1 (04:09):
Right.
At first I wasn't sure how thattied in, but it's starting to
make sense now.
Speaker 2 (04:13):
Oh, it definitely connects to the bigger picture.
Strong math skills, just likereading, are another crucial
building block for futuresuccess.
Future success.
Just think about it.
Mastering those times, tablesand fractions lays the
groundwork for understandingmore complex mathematical
concepts later on.
Speaker 1 (04:30):
And then there was that one statistic that really
surprised me about US studentsoften lagging behind their
global peers in basic mathskills.
Speaker 2 (04:39):
Oh.
Speaker 1 (04:39):
That definitely adds a sense of urgency to the
conversation.
Speaker 2 (04:42):
It does.
It's a bit of a wake-up call,really Highlighting the need for
effective math instruction inthe early years to make sure
every child has that solidfoundation.
Speaker 1 (04:51):
Because those early years are a critical window of
opportunity.
They are Okay.
So we've talked about WHY.
Third grade reading and mathare so important, but let's dive
a little deeper into thattransition from learning to read
to reading to learn.
What does that actually looklike in practice?
Speaker 2 (05:06):
Well, there are several key steps involved.
First, children need to masterthose basic literacy skills
Phonemic awareness, phonics,building vocabulary, developing
fluency.
Speaker 1 (05:17):
So they need to be able to recognize those
individual sounds in words,connect letters to those sounds
and read smoothly and accurately.
Basically, decoding needs tobecome second nature.
Speaker 2 (05:26):
Exactly.
But it doesn't end there.
Once they have those basicsdown, they need to start
developing comprehension skills,gotcha.
This is where they move beyondsimply understanding the words
on the page to actually makinginferences, drawing conclusions,
reading between the lines.
It's where things get reallyexciting.
Speaker 1 (05:43):
It's like they're becoming little detectives,
figuring out the hidden meaningsand messages in the text.
That's when reading becomes atruly active process.
Speaker 2 (05:50):
Exactly and as their comprehension skills grow, it's
important to expose them to avariety of genres, from fiction
and nonfiction to poetry andeven informational texts like
articles and reports.
Speaker 1 (06:02):
Right like expanding their reading palette, and it
also introduces them to a widerrange of vocabulary, especially
those content-specific wordsthey'll encounter in subjects
like science and social studies.
Speaker 2 (06:13):
You got it.
Speaker 1 (06:13):
So they're not just learning to read.
They're learning to read for apurpose to gather information,
to truly learn about the worldaround them.
Speaker 2 (06:21):
That's the essence of reading to learn.
And the more they practicethese skills, the more confident
and independent they become aslearners.
Speaker 1 (06:29):
They start to ask questions, analyze what they
read and even connect it totheir own experiences and prior
knowledge.
Speaker 2 (06:36):
Exactly.
Speaker 1 (06:36):
And that's where those critical thinking skills
really start to blossom.
Speaker 2 (06:40):
Absolutely, and as they become more skilled readers
, they can apply those skillsacross all subjects.
Reading becomes a powerful toolfor learning and exploration.
Speaker 1 (06:49):
Okay, so we've covered a lot of ground here.
We've talked about theimportance of third grade
reading and math, the factorsthat can influence proficiency,
and even the steps involved inmaking that crucial transition
from learning to read to readingto learn.
But before we wrap up this partof our deep dive, I want to
highlight one more importantaspect of this journey.
Speaker 2 (07:08):
Oh, tell me more.
Speaker 1 (07:10):
The development of critical thinking skills.
This is where things get reallyinteresting.
I'm all ears.
What's fascinating about thisstage is that children start to
move beyond simply understandingwhat they read at a surface
level.
Right, they begin to question,to analyze and to evaluate the
information they're taking in.
It's like they're developingtheir own inner BS detector.
Speaker 2 (07:32):
You know?
You're absolutely right.
It's like they're learning tothink for themselves, to
challenge assumptions and toform their own opinions based on
evidence and reasoning.
Speaker 1 (07:40):
Exactly.
Speaker 2 (07:40):
Not just taking things at face value anymore.
Speaker 1 (07:43):
And these critical thinking skills are essential,
not just for academic success,but for navigating a world
that's increasingly complex andoverflowing with information.
Absolutely, You'll need theseskills to make sense of it all
100%.
It's about being able to siftthrough all the noise, to
identify credible sources, torecognize bias and to make
informed decisions based onsolid reasoning.
(08:05):
In today's world, those skillsare more important than ever.
Speaker 2 (08:08):
Couldn't agree more.
And it all starts with thoseearly literacy skills.
Right when children develop alove of reading and the ability
to comprehend and analyze whatthey read, they're setting
themselves up for a lifetime oflearning, growth and informed
decision-making.
It's a gift that keeps ongiving.
This brings us to a gift thatkeeps on giving.
Speaker 1 (08:25):
This brings us to a pivotal point in our discussion
the connection between earlyliteracy and a child's future
success.
We've touched upon the academicadvantages, but let's delve a
bit deeper into the broaderimpact on their personal and
professional lives.
Speaker 2 (08:39):
You know, thinking about how those early reading
skills paved the way forcritical thinking makes me want
to shift gears a bit and exploresomething else you included in
your research the development ofsocial-emotional learning, or
SEL.
It's a hot topic in educationthese days and I'm curious to
hear how it all ties intoreading and academic success.
Speaker 1 (08:59):
Yeah, SEL is everywhere, but I'll admit I'm
not totally clear on how it allconnects to becoming a better
reader.
Speaker 2 (09:05):
Well, think of it this way Research shows a strong
link between a child'ssocial-emotional well-being and
their ability to learn andthrive in school.
Speaker 1 (09:15):
Okay.
Speaker 2 (09:16):
Children who have strong SEL skills are better
able to regulate their emotions,build healthy relationships,
empathize with others and makeresponsible decisions.
Build healthy relationships,empathize with others and make
responsible decisions.
Basically, it's about equippingthem with those essential life
skills that go hand in hand withacademic learning.
Speaker 1 (09:30):
So it's not just about what's happening in their
heads academically, but alsoabout how they're navigating the
world around them, theirrelationships and their own
feelings.
It's about the whole package.
Speaker 2 (09:39):
You got it.
And here's where the connectionto literacy gets really
interesting.
Sel and literacy actuallyreinforce each other.
Oh, when children feel safe,supported and connected in their
learning environments, they'remore likely to engage in reading
and develop those crucialliteracy skills we've been
talking about.
Speaker 1 (09:57):
So it's like a positive feedback loop.
Strong SEL skills help fuelliteracy development, and strong
literacy skills contribute to achild's overall well-being and
social emotional growth.
Speaker 2 (10:07):
They build on each other Precisely.
And when we consider thosechallenges we discussed earlier
socioeconomic disparities,limited access to resources
addressing SEL alongsideliteracy becomes even more
crucial.
Speaker 1 (10:19):
Because if a child is dealing with social or
emotional challenges likefeeling anxious or isolated,
it's going to make it that muchharder to focus on learning to
read or tackle those timestables right.
It's like trying to build ahouse on shaky ground.
Speaker 2 (10:31):
Exactly.
Speaker 1 (10:32):
So what can we actually do to support SEL in
conjunction with literacydevelopment?
Speaker 2 (10:38):
Well, it starts with creating those nurturing and
inclusive learning environmentswhere children feel safe,
respected and valued.
It's about fostering a sense ofbelonging and connection where
they feel comfortable takingrisks, making mistakes and
learning from each other.
Speaker 1 (10:54):
That makes a lot of sense.
It's about creating a spacewhere they feel empowered to
explore and grow, bothacademically and emotionally.
Speaker 2 (11:01):
Absolutely, and it also involves explicitly
teaching SEL skills, just likewe teach academic skills.
Speaker 1 (11:07):
Oh, interesting.
Speaker 2 (11:08):
This could involve activities like role-playing
different social situations,cooperative learning projects
that encourage teamwork andcommunication, or even just
having open discussions aboutemotions, empathy and how to
handle conflicts constructively.
It's about giving them thetools and strategies they need
to navigate the social andemotional complexities of life,
both inside and outside theclassroom.
Speaker 1 (11:30):
So it's not just about letting those social
emotional skills developnaturally, but actually being
intentional about teaching andnurturing them, just like we do
with reading and math.
Speaker 2 (11:38):
You nailed it.
And when we integrate SEL intoliteracy instruction, we're not
just helping children becomebetter readers and learners,
we're helping them become moreresilient, compassionate and
well-rounded individuals.
It's about nurturing the wholechild, recognizing that academic
success is intertwined withsocial, emotional well-being.
Speaker 1 (11:57):
I love that.
It's about seeing them as awhole person, not just a
collection of academicachievements.
And this holistic approach isprobably even more crucial for
those children who may be facingadditional hurdles due to
poverty, trauma or other adverseexperiences.
Speaker 2 (12:13):
You're absolutely right.
Those experiences cansignificantly impact a child's
social-emotional development,creating invisible barriers to
learning and thriving.
By addressing SEL alongsideliteracy, we're essentially
creating a more equitable andinclusive learning environment
where all children have agenuine chance to reach their
full potential.
It's about leveling the playingfield, not just academically,
(12:33):
but emotionally as well.
Speaker 1 (12:35):
That's a powerful point.
Now you know what else caughtmy attention in your research
the role of play in earlyliteracy development.
Speaker 2 (12:41):
Well, interesting.
Speaker 1 (12:42):
I have to admit, at first it seemed a bit
counterintuitive Playtime andbuilding those foundational
literacy skills.
I didn't see the connection.
Speaker 2 (12:50):
It's easy to think of play as simply a fun break from
learning, but it's so much morethan that.
What's fascinating is that playprovides a natural and engaging
context for children to developlanguage, vocabulary and
storytelling skills.
When children engage in pretendplay, they're constantly
experimenting with language,vocabulary and storytelling
skills.
When children engage in pretendplay, they're constantly
experimenting with language,creating narratives and
negotiating roles and scenarioswith each other.
(13:12):
It's like they're littleauthors and actors, creating
their own worlds and storiesthrough play.
Speaker 1 (13:17):
I love that analogy.
You're right, when kids arereally immersed in pretend play,
they're coming up withcharacters, dialogue, plot
twists.
They're basically flexing thosecreative writing muscles
without even realizing it.
Speaker 2 (13:27):
Exactly, and these playful interactions help
children develop theirimaginations, creativity and
problem-solving skills, all ofwhich are essential for literacy
and learning.
Speaker 1 (13:37):
So it's not just about drilling flashcards or
completing worksheets.
It's about allowing children toexplore, experiment and express
themselves through play.
It's about allowing children toexplore, experiment and express
themselves through play.
It's about embracing thatnatural instinct to learn
through play.
Speaker 2 (13:49):
Absolutely, and when we intentionally incorporate
play into literacy activities,we make learning more engaging,
enjoyable and meaningful forchildren.
It's about tapping into theirnatural curiosity and love of
play to foster a lifelong loveof reading and learning.
We want them to associatereading with joy and discovery,
(14:10):
not just with drills andassessments.
Speaker 1 (14:12):
That's so important to make it feel like an
adventure, not a chore.
And this playful approach isprobably even more crucial for
those children who may havelimited access to books or
formal literacy instruction athome.
Speaker 2 (14:23):
Exactly.
Play can happen anywhere,anytime, with minimal resources.
It's a powerful tool forleveling the playing field and
ensuring that all children havethe opportunity to develop those
crucial literacy skills,regardless of their background
or circumstances.
Speaker 1 (14:37):
It's about making those building blocks of
literacy accessible to everyone.
So, in a nutshell, let'sencourage children to play, to
imagine, to create and toexplore.
It's not just about lettingthem have fun.
It's about nurturing theirliteracy skills, their
social-emotional well-being andtheir overall development.
Speaker 2 (14:55):
I couldn't agree more .
Now, shifting gears a bit, I'malso curious to hear your
thoughts on the role of schoolsin all of this.
I mean, we've talked aboutparents, SEL, the power of play,
but what about the actuallearning environment?
What are some key elements thatcontribute to a school's
success in fostering a love ofreading and making sure all
their students have theopportunity to thrive?
Speaker 1 (15:16):
That's a great question.
I think it goes beyond justhaving a well-stocked library.
You know, what do you think?
Speaker 2 (15:21):
Well, you're right, it's bigger than just the
physical resources.
It starts with creating astrong school-wide culture that
truly values and celebratesliteracy.
This means that reading isn'tconfined to just language arts
classes.
It's woven into all subjects inevery aspect of the school day.
Speaker 1 (15:37):
So it's about creating an environment where
books, reading materials andopportunities for literacy
engagement are everywhere youlook.
It's almost like immersing themin a world where reading is
just part of the air theybreathe.
Speaker 2 (15:49):
Exactly Libraries that are well-stocked and
welcoming, classrooms with cozyreading nooks and bookshelves
overflowing with stories, evenhallways and common areas that
showcase student writing or bookrecommendations.
It's about making readingvisible and accessible
throughout the school.
Speaker 1 (16:06):
It's like saying hey, reading is important here, it's
valued here, it's F-U-N here,and not just through decorations
, but through how it's actuallyintegrated into the daily
routine.
Speaker 2 (16:16):
Precisely, and that includes providing dedicated
time for reading, bothindependently and aloud.
This could look like structuredsilent reading periods,
opportunities for students toshare their favorite books with
classmates, or even invitingguest readers from the community
to share their love of stories.
It's about making reading aregular and cherished part of
the school day.
Speaker 1 (16:36):
It's about creating a rhythm, a habit, a time and
space where reading is just partof what we do, and not just
about reading for the sake ofreading, but about fostering
that genuine love for it.
Speaker 2 (16:46):
Exactly, and it also involves ensuring that every
student, regardless of theirbackground or reading level, has
access to high-quality literacyinstruction.
This means providingdifferentiated instruction,
targeted interventions forstruggling readers and
enrichment opportunities forthose who are already soaring
ahead.
Speaker 1 (17:03):
So it's about meeting students where they are and
providing them with the specificsupport they need to grow and
thrive as readers.
It's about personalizedlearning, not a
one-size-fits-all approach.
Speaker 2 (17:13):
You got it.
It's also important to createopportunities for students to
engage in authentic literacyexperiences that go beyond just
textbooks and worksheets.
Think about writing for realaudiences, participating in book
clubs or author visits, or evencreating their own books or
digital stories.
It's about making literacyrelevant, engaging and connected
to the real world.
Speaker 1 (17:33):
It's about giving them a purpose, a reason to read
and write.
That goes beyond just getting agood grade.
It's about connecting it totheir passions, their interests,
their lives.
Speaker 2 (17:43):
Precisely and finally , it's about fostering a
collaborative culture whereteachers, administrators,
families and community membersall work together to support
students' literacy development.
It's about creating a sharedresponsibility for ensuring that
all students have theopportunity to become successful
readers and lifelong learners.
Speaker 1 (18:02):
It really does take a village, doesn't it?
When schools embrace theseprinciples, they're not just
creating a learning environment,they're building a community
that values and supportsliteracy at every level.
Speaker 2 (18:12):
I couldn't agree more .
It's a powerful recipe fornurturing a love of reading and
empowering students to reachtheir full potential.
Now, thinking about that sharedresponsibility, I'd love to
hear your thoughts on anothercrucial aspect of this whole
conversation the importance ofearly intervention for students
who might be struggling withreading.
Speaker 1 (18:30):
Right, we've talked about the long-term consequences
of falling behind in thoseearly years, but what can we
actually de-do to identify andsupport these students before
those gaps become too wide?
It feels like a race againsttime.
Speaker 2 (18:42):
You're right Early intervention is key when it
comes to addressing readingdifficulties.
The sooner we can identify andsupport students who are
struggling, the greater theirchances of catching up and
succeeding in school.
It's about being proactiverather than waiting until a
child is significantly behindbefore taking action.
Speaker 1 (19:01):
So it's about being vigilant, watching for those
early signs and having systemsin place to catch those students
who might be slipping throughthe cracks.
What would that look like inpractice?
Speaker 2 (19:11):
There are several key strategies that can help us
identify and support strugglingreaders in those early years.
First and foremost, it involvesregular screening and
assessments to monitor students'progress and identify any areas
of concern.
Think of it like those regularcheckups we get at the doctor's
office.
You know they help catchpotential problems early on.
Speaker 1 (19:30):
So it's about having those systems in place to track
students' literacy developmentand flag any potential red flags
like consistently scoring belowbenchmarks or struggling to
keep up with peers.
Speaker 2 (19:43):
Exactly, and once we've identified students who
may need additional support,it's crucial to provide targeted
interventions that addresstheir specific needs.
Speaker 1 (19:51):
Makes sense.
Speaker 2 (19:51):
This might involve small group instruction,
one-on-one tutoring orspecialized programs
specifically designed forstruggling readers.
It's not a one-size-fits-allsolution.
It's about tailoring thesupport to meet the individual
needs of each child.
Speaker 1 (20:05):
It's like having a toolbox full of different
strategies and resources andknowing which ones to use for
each child's unique learningprofile.
Speaker 2 (20:13):
That's a great analogy, and it's also important
to remember that this isn'tjust about what happens in the
classroom.
We need to involve families inthe process, keeping them
informed of their child'sprogress and working
collaboratively to developstrategies that can be
reinforced at home.
It's about creating a truepartnership between school and
home to support the child'sliteracy development.
Speaker 1 (20:33):
So it's about creating a consistent and
supportive network around thatchild, where everyone is working
together towards the same goal.
And, of course, it's crucial tocreate that supportive and
encouraging learning environmentwithin the school as well.
Speaker 2 (20:46):
Exactly.
We want students to feel safeto take risks, make mistakes and
ask for help when they need it.
It's about fostering a growthmindset where students
understand that learning is ajourney and that challenges are
opportunities for growth.
We want them to see setbacksnot as failures, but as stepping
stones on their path tobecoming confident readers.
Speaker 1 (21:05):
It's about creating a culture of learning where
mistakes are seen as part of theprocess, not something to be
ashamed of.
When we implement thesestrategies, we create a powerful
safety net for strugglingreaders, ensuring that they have
the support they need tosucceed.
Now, as we go even deeper intothe world of early literacy, I
want to shift our focus to atopic that often sparks a lot of
(21:28):
debate but is incrediblyimportant the role of phonics
instruction in developingreading skills.
There's been a lot ofdiscussion about the best
approach to teaching reading,and I'm curious to hear your
perspective on this complexissue.
Speaker 2 (21:41):
You're right, it's a topic that's generated a lot of
discussion and you knowdifferent perspectives among
educators and researchers, buteven with various approaches and
philosophies out there, there'sa growing consensus that
explicit and systematic phonicsinstruction plays a crucial role
in helping children learn toread.
Speaker 1 (21:59):
So, for those who might not be familiar, can you
break down what phonicsinstruction actually is and why
it's considered so essential?
Speaker 2 (22:06):
Absolutely.
Phonics instruction reallyzeroes in on the relationship
between letters and sounds.
It's about teaching childrenhow to decode words by breaking
them down into their individualsounds and then blending those
sounds together to read thewhole word.
It's like giving them the codeto unlock the written word.
It's like giving them the codeto unlock the written word.
Speaker 1 (22:22):
So it's not just about memorizing sight words or
guessing at the meaning of wordsbased on context clues.
It's about giving children asolid foundation in the actual
building blocks of reading,understanding how those letters
and sounds work together tocreate meaning.
Speaker 2 (22:37):
Exactly and research consistently shows that explicit
and systematic phonicsinstruction, especially in those
early years, is highlyeffective in helping children
develop reading fluency andcomprehension skills.
Speaker 1 (22:49):
So it's like giving them the keys to unlock the
entire world of reading.
Speaker 2 (22:52):
Precisely, but it's important to remember that,
while phonics instruction isessential, it's not the whole
story.
Effective reading instructionalso involves developing
vocabulary comprehension skillsand nurturing that love of
reading that we've been talkingabout.
Speaker 1 (23:06):
So it's about taking a balanced approach,
incorporating phonicsinstruction alongside those
other important elements ofliteracy development.
It's like a well-rounded mealyou need all the different food
groups for a healthy diet.
I love that analogy.
Speaker 2 (23:17):
It's about nourishing those young minds with all the
ingredients they groups for ahealthy diet.
I love that analogy.
It's about nourishing thoseyoung minds with all the
ingredients they need to becomestrong and confident readers.
And it's also crucial toremember that not all children
learn at the same pace or in thesame way.
That's where differentiatedinstruction comes in,
recognizing that differentchildren may require different
types of support to succeed.
Speaker 1 (23:38):
So it's about meeting each child where they are and
providing them with theindividualized instruction they
need to thrive.
It's about recognizing thatlearning to read is a journey
and each child might take aslightly different path.
Speaker 2 (23:50):
Exactly when we embrace a balanced and
differentiated approach toreading instruction, we empower
all children to becomesuccessful readers and lifelong
learners.
And speaking of empoweringchildren, you know what else I
found fascinating in yourresearch the role technology can
play in supporting andenhancing reading development.
(24:10):
It's something we can't ignorein today's digital world.
Speaker 1 (24:14):
I was just thinking about that.
I mean, kids today are growingup surrounded by technology and
it's only going to become moreintegrated into their lives.
It seems like a missedopportunity if we don't figure
out how to leverage these toolsto foster a love of reading and
build those essential literacyskills.
Speaker 2 (24:29):
Exactly, and it's not about replacing traditional
books or teaching methods.
It's about using technology asa complementary tool to enhance
and enrich the learningexperience as a complementary
tool to enhance and enrich thelearning experience.
Speaker 1 (24:40):
So it's about finding that balance between the
traditional and the digital,recognizing that each has its
own strengths and can worktogether to create a more
engaging and effective learningenvironment.
Speaker 2 (24:48):
Precisely.
For example, think aboutdigital books and interactive
reading apps.
They can provide a multisensoryexperience, engaging children
with animations, sound effectsand even games that reinforce
reading skills.
It's about making reading moredynamic and interactive,
especially for those childrenwho might have shorter attention
spans or who learn best throughvisual or auditory stimulation.
Speaker 1 (25:12):
It's about meeting them where they are and, let's
face it, where they are isincreasingly in that digital
space.
It's about speaking theirlanguage, so to speak.
Speaker 2 (25:21):
Exactly, and technology can also offer more
personalized learningexperiences, tailored
instruction to each child'sindividual needs and reading
level.
Adaptive reading programs canadjust the difficulty of texts
and activities based on achild's progress, ensuring that
they're always appropriatelychallenged but not overwhelmed.
Speaker 1 (25:39):
It's like having a personal tutor who can adapt to
their individual learning styleand pace.
Speaker 2 (25:44):
That's a great way to put it.
And let's not forget aboutaccess.
Technology can provide accessto a wider range of reading
materials than ever before,including books, articles and
websites from around the world.
This can be a game changer forchildren who live in rural areas
or who have limited access tolibraries or bookstores.
It's about breaking down thosebarriers to literacy and making
(26:06):
those reading resourcesavailable to all children,
regardless of their location orsocioeconomic background.
Speaker 1 (26:12):
It's about leveling the playing field when it comes
to access to information andknowledge.
Speaker 2 (26:17):
Absolutely, and technology can also be a
powerful tool for fostering asense of community and shared
learning.
Speaker 1 (26:22):
Oh, how so.
Speaker 2 (26:23):
By facilitating collaboration and communication.
Think about online book clubs,virtual author visits or even
just video conferencing withclassmates to discuss a book
they're reading together.
It's about expanding theboundaries of the classroom and
connecting children with thewider world of literacy and
learning.
Speaker 1 (26:39):
It's about creating those connections and sparking
those conversations that canreally ignite a passion for
reading.
Speaker 2 (26:45):
Exactly.
And finally, let's notunderestimate the power of
technology to empower childrento become creators of their own
digital stories, videos andpresentations.
It's about giving them a voice,a platform to share their ideas
and perspectives with the world.
It's about transformingchildren from passive consumers
of information to activecreators and contributors to the
(27:06):
world of literacy and knowledge.
Speaker 1 (27:08):
It's about giving them the tools to express
themselves, to tell theirstories, to share their unique
voices with the world.
It's pretty powerful stuff.
Speaker 2 (27:16):
It is, and it all comes back to that core message
when used thoughtfully andstrategically, technology can be
a powerful ally in fostering alove of reading, building those
essential literacy skills, theundeniable connection between
literacy and a child's futuresuccess.
Speaker 1 (27:29):
We've talked about the academic advantages, the
impact on career prospects andeven the broader societal
(27:50):
benefits of fostering a trulyliterate population.
Speaker 2 (27:53):
And we've explored the critical role that parents,
educators, communities and eventechnology can play in nurturing
that love of reading and makingsure all children have the
opportunity to develop theseessential skills.
It really is a collectiveeffort.
Speaker 1 (28:07):
But before we move on to our final segment, I want to
leave you with athought-provoking question to
ponder.
If we know that literacy is thevery foundation for lifelong
learning, critical thinking andactive citizenship, what more
can we do to create a worldwhere every single child has the
opportunity to thrive and reachtheir full potential?
We'll delve deeper into thisquestion in our next segment,
(28:29):
but for now, I encourage you tosit with this challenge and
consider how you mightcontribute to building a more
equitable and literate world forall.
Speaker 2 (28:36):
Welcome back.
As we wrap up this deep diveinto early literacy, I want to
really hone in on somethingthat's been at the heart of
everything we've talked aboutBridging the literacy gap, you
know, creating a more equitablefuture for all children,
leveling the playing field.
Speaker 1 (28:52):
It made me think about all those kids who don't
have that access, you know, whoare facing an uphill battle from
the start.
We've covered so much ground,from those third grade
milestones to the role ofparents in schools, but we can't
ignore the reality that not allchildren have equal
(29:13):
opportunities when it comes toliteracy.
Speaker 2 (29:15):
You're absolutely right and unfortunately, the
research you sent over reallyconfirms that you know.
There are still significantdisparities in literacy rates
based on things likesocioeconomic status, race,
ethnicity, even where a childlives.
It's a stark reminder thataccess to quality education and
literacy resources is not agiven for every child.
Speaker 1 (29:33):
It's like some kids are starting a marathon a mile
behind the starting line, andthose disparities have
consequences that ripple outright Far beyond just their
early years.
Speaker 2 (29:42):
Exactly Children who struggle with reading are more
likely to face, well, you know,a whole host of challenges
Academic difficulties, socialand emotional struggles, even
limited career opportunitieslater in life.
It's a cycle that can be reallyhard to break.
Speaker 1 (29:57):
So how do we break this cycle?
We've talked about solutions ona smaller scale supporting
parents, fostering SEL, creatingthose literacy-rich schools but
how do we tackle this biggerissue of systemic inequality?
Speaker 2 (30:10):
Where do we even begin.
It's a complex challenge forsure and there's no easy answer.
It requires a multi-prongedapproach, one that addresses
both the systemic factors thatcreate those disparities and D
the individual needs of thosechildren who are already falling
behind.
We need to be able to see boththe forest and the trees, so to
speak.
Speaker 1 (30:25):
Okay, I like that.
So a multi-pronged approach,attacking the problem from all
sides.
What would that look like inactual concrete terms?
What are some tangible steps wecan take?
Speaker 2 (30:35):
Well, for me, it starts with investing in high
quality early childhoodeducation programs, programs
that provide all children with astrong foundation in literacy,
regardless of their background.
That means well-trainedteachers, engaging curricula and
plenty of resources to supportlanguage and literacy
development from a very youngage.
It's about giving every child afair chance to succeed right
(30:58):
from the start.
Speaker 1 (31:00):
Right.
So it's not just aboutproviding access to preschool or
kindergarten, but it's aboutmaking sure those programs are
actually setting kids up forsuccess in reading.
Quality, not just quantity.
Speaker 2 (31:10):
You got it, but we also can't forget about the kids
who might need a little extrahelp along the way.
That's where those targetedinterventions come in, providing
small group instruction,one-on-one tutoring or even
specialized programs that aredesigned to address specific
reading difficulties.
It's about catching those kidswho are struggling early on and
giving them the support theyneed to catch up and thrive.
Speaker 1 (31:30):
It's like building those scaffolding supports
around them, helping them reachthat same level as their peers.
And you know, as you weretalking about the systemic
factors, it made me think are wejust talking about educational
solutions here, or are we alsotalking about addressing those
bigger societal issues likepoverty and inequality?
Speaker 2 (31:50):
You're hitting on a crucial point for sure.
Addressing literacy disparitiesisn't just about fixing schools
.
It's about tackling thosebroader social and economic
factors that create thoseunequal playing fields.
You know, those things that putsome kids at a disadvantage
right from the start.
Think about initiatives toreduce poverty, improve access
to health care and nutrition andprovide support for families
(32:12):
who are struggling to make endsmeet.
When we address thoseunderlying factors, we create a
more fertile ground for literacyto take root and flourish.
Speaker 1 (32:20):
It's about creating an environment where children
can thrive, not just survive,and it's not just about
individual families orclassrooms.
It's about creating a societythat values and supports
literacy for everyone.
So are there things we can doon a policy level to advocate
for those changes?
Speaker 2 (32:38):
Absolutely.
We need to be advocating forpolicies that put literacy front
and center.
You know increased funding forearly childhood education,
expanded access to libraries andcommunity literacy programs,
even teacher training programsthat equip educators with the
most up-to-date and effectivemethods for teaching reading.
It's about using our voices andour collective power to make a
(32:58):
difference, to create changethat benefits all children.
Speaker 1 (33:02):
So it's about being engaged citizens, you know,
participating in thoseconversations and pushing for
policies that reflect our values.
And as we've been talking aboutall these big picture solutions
, it made me think are therethings we can do on a smaller
scale to make a difference, likein our own lives, in our
communities?
Speaker 2 (33:18):
Oh for sure.
Fostering a culture of literacystarts at home, in our families
and communities.
It's about encouraging parentsto read to their children even
from a very young age, providingaccess to books and creating
those fun opportunities for kidsto experience the joy of
reading.
It's about making reading avalued and integral part of our
daily lives.
Speaker 1 (33:37):
It's about sending the message that reading matters
, that stories matter, thatknowledge matters, and it's not
just something we do in school,it's a part of who we are.
Speaker 2 (33:46):
I love that when we embrace these strategies, both
big and small, and work togetherto address the complex issue of
literacy inequality, we cancreate a world where every child
has the chance to thrive, toreach their full potential.
It's a vision worth fightingfor.
Speaker 1 (34:01):
It really is, and it reminds us that we all have a
role to play in making thathappen, Whether we're parents,
educators, policymakers or justconcerned citizens.
We can all do our part.
So that wraps up our deep diveinto the world of early literacy
.
Speaker 2 (34:16):
It's been such a fascinating conversation.
Speaker 1 (34:18):
I hope you found it informative and maybe even a
little inspiring.
It's a reminder that literacyis about so much more than just
decoding words on a page.
It's about unlocking humanpotential, empowering minds and
creating a brighter future foreveryone.
Thanks for joining us.
Speaker 2 (34:32):
Until next time, keep exploring, keep learning and
keep those pages turning.
Speaker 1 (34:37):
Hey everyone, let's deep dive into something I know
is on a lot of your minds,Redshirting Specifically how it
might affect a child's academicsby third grade, especially in
weeding and math.
Speaker 2 (34:51):
Big decision for a lot of parents.
Speaker 1 (34:53):
Huge.
Yeah.
You guys have sent in tons ofresearch and articles, so let's
break it all down to make surewe're all on the same page,
though.
Sure, Redshirting is basicallylike giving your kid an extra
year before kindergarten.
Speaker 2 (35:05):
Right.
Speaker 1 (35:05):
So they're a little older, maybe more mature, and
hopefully that gives them aboost in school.
Speaker 2 (35:09):
Makes sense.
Speaker 1 (35:11):
But get this.
The research actually showsthat early math skills can be a
better predictor of how well akid will do in school later on
than early reading skills.
Kind of surprising, right?
Speaker 2 (35:23):
It is interesting we always hear so much about like
early literacy and reading.
Speaker 1 (35:27):
Right.
So why does math sometimes feellike this huge mountain to
climb?
Speaker 2 (35:32):
Well, think of it this way Math is kind of like
building a brick wall Eachconcept builds on the last one,
and if you miss a brick early,on.
Speaker 1 (35:39):
The whole thing gets wobbly.
Speaker 2 (35:40):
Exactly.
And then there's the abstractthinking.
Math needs Like Negativenumbers.
Speaker 1 (35:46):
Yeah.
Speaker 2 (35:46):
That's a tough one for kids to get because it's not
something they see in the realworld the same way they see.
You know the color blue.
Ah yeah, it's abstract, makessense.
Speaker 1 (35:57):
Reading.
On the other hand, it's allabout language, and kids hear
language all the time On theother hand, it's all about
language and kids hear languageall the time From day one,
practically Bedtime stories justchatting with family, so it
feels way more familiar.
Speaker 2 (36:08):
Right.
Speaker 1 (36:08):
So we've got these two big subjects, reading and
math both super important,Absolutely.
But the research you sentpoints to third grade being like
this huge EE turning point.
Speaker 2 (36:18):
Yeah.
What's so special about thirdgrade?
Well, third grade is when kidsgo from learning to read to
reading to learn.
Speaker 1 (36:25):
Well, that's a good way to put it.
Speaker 2 (36:26):
It's like before third grade.
Reading is like learning how touse a hammer.
Speaker 1 (36:30):
Okay.
Speaker 2 (36:30):
You're focused on the mechanics.
Speaker 1 (36:32):
Okay.
Speaker 2 (36:32):
But then in third grade reading becomes the hammer
you use to build like a wholehouse of knowledge.
I love that.
And it's the same with math.
It's not just adding andsubtracting anymore, it gets
more complex.
They got to use their mathskills for word problems.
Speaker 1 (36:46):
Which needs good reading too.
Speaker 2 (36:48):
Exactly, it's all connected.
Speaker 1 (36:49):
So they need both writing A and D math to really
unlock learning in third grade.
Speaker 2 (36:56):
Yeah.
Speaker 1 (36:56):
Like they need both oars in the water to row the
boat.
Speaker 2 (36:59):
Yeah.
Speaker 1 (37:00):
What if a kid is struggling, though?
Speaker 2 (37:02):
Mm-hmm.
Speaker 1 (37:08):
The research mentioned different
interventions, even somespecific software like Lexia for
reading and DreamBox for math.
Speaker 2 (37:11):
Have you used those?
I have.
They're really cool becausethey adapt to each kid's level.
Speaker 1 (37:15):
Oh, I saw.
Speaker 2 (37:16):
So, like with Lexia, a child works through this
personalized learning path thathelps them with the exact
reading skills they need to getbetter at.
Speaker 1 (37:24):
So it's like a personal tutor basically that
focuses on where they need help.
Speaker 2 (37:28):
Exactly, and that's why early intervention is so
important.
The sooner we can figure outwhat a kid needs help with, the
sooner we can get them caught up.
Speaker 1 (37:35):
And that can help them feel more confident.
Speaker 2 (37:37):
Absolutely.
And that confidence doesn'tstop with just schoolwork either
.
It can really affect theirsocial and emotional lives too.
Speaker 1 (37:43):
Okay, let's dive into that.
In part two We'll talk abouthow these academic struggles can
impact how a child feels aboutthemselves.
Sounds good, see you there.
Speaker 2 (37:53):
So we were talking about how a child's success in
school you know, with readingand math can really affect their
emotional well-being.
Speaker 1 (38:00):
Yeah, it's a big deal .
Imagine being that kid whoalways feels lost in class or
behind Tough right.
Speaker 2 (38:08):
It can be really disheartening.
Kids start to doubt themselves,maybe feel anxious about school
.
Some even withdraw from socialstuff altogether.
Speaker 1 (38:17):
Yeah, that makes sense.
The research you sent talkedabout that really vividly Kids
avoiding reading aloud or groupwork because they're scared of
being judged or feelingembarrassed.
Speaker 2 (38:26):
It's like a defense mechanism.
You know they're trying toprotect themselves from those
bad feelings.
Speaker 1 (38:30):
But then they might miss out on actually learning
and connecting with other kids.
Speaker 2 (38:33):
Exactly, and it can snowball, you know, struggling
academically, feeling bad aboutthemselves and then starting to
isolate Not a good combothemselves and then starting to
isolate.
Speaker 1 (38:43):
Not a good combo?
No, not at all.
And the longer it goes on,those negative thoughts can
stick, Like I'm just bad at mathor I'm a slow reader.
Speaker 2 (38:48):
Right, and that just chips away at their self-esteem,
which is where this redshirting idea comes in, right.
Speaker 1 (38:54):
Yeah, some parents see that extra year as a way to
give their kid a littlebreathing room time, to build
that confidence and maybe avoidsome of those negative
experiences.
Speaker 2 (39:04):
Like giving them a chance to, you know, build a
solid foundation before theyhave to build the whole
skyscraper.
Speaker 1 (39:09):
So let's say a parent IS thinking about redshirting,
what are some benefits theymight actually see by, say,
third grade?
Speaker 2 (39:17):
Well, that extra year can make a huge difference.
With foundational skills, bothreading and math, they start
first grade already knowingtheir.
With foundational skills, bothreading and math, they start
first grade already knowingtheir letters and sounds,
numbers, those basics.
Speaker 1 (39:27):
They're not starting from scratch.
Speaker 2 (39:29):
Exactly, and that can make going to school so much
smoother.
I mean, think about it.
They're older, They've had moretime to develop those like fine
motor skills for writing.
They're better at payingattention, following directions
it adds up.
Speaker 1 (39:41):
So they're just more ready for what school throws at
them.
Speaker 2 (39:44):
Yeah, and remember we talked about those early math
skills being so important.
Well, if a kid's had that extrayear to like play with numbers,
figure out spatial stuff, justdevelop that number sense.
Speaker 1 (39:56):
They're going to feel more confident with those
tougher math concepts later on.
Speaker 2 (40:00):
Right, it's like they built that mathematical
intuition and that confidence.
That's huge.
Speaker 1 (40:04):
It is Like having that little voice inside saying
you got this.
Speaker 2 (40:08):
Totally, and when kids feel confident about what
they can do, they're more likelyto participate in class, try
harder things, maybe even enjoylearning.
Speaker 1 (40:16):
Okay, so redshirting could lead to stronger skills,
more confidence, a smootherstart to school.
What about social and emotionalbenefits?
Speaker 2 (40:27):
Well, a red-shirted kid, being a bit older, might
feel more comfortable with theirclassmates.
They might be more likely tolike be a leader, handle social
situations better and even dealwith conflict more maturely.
Speaker 1 (40:38):
The research had some examples, like red-shirted kids
feeling more comfortable doinggroup projects or starting
friendships.
Speaker 2 (40:44):
It's like they have more social skills.
They're not so worried aboutfitting in or keeping up.
You know.
Speaker 1 (40:49):
And that social confidence can make them feel
better overall.
Speaker 2 (40:53):
For sure, it's all connected, you know academic
confidence, social confidence,feeling good about themselves.
Speaker 1 (40:58):
Redshirting sounds like it could really set off a
positive chain reaction.
Speaker 2 (41:02):
That's the hope, but of course, like anything, it's
not a magic solution.
There are some potentialdownsides to think about.
Speaker 1 (41:09):
Always a catch, huh.
Speaker 2 (41:10):
Right, so it's super important to look at this from
all angles.
Speaker 1 (41:15):
Let's do that in part three.
We'll make sure everyonelistening has all the info they
need to decide what's best fortheir kids.
See you there?
Okay, so we're back and we'vetalked about all the info they
need to decide what's best fortheir kids.
See you there?
Okay, so we're back and we'vetalked about all the potential
good stuff about redshirting.
But, like you were saying,there's always another side.
Speaker 2 (41:29):
Right, it's not always the best choice for every
kid.
Speaker 1 (41:32):
What are some of the things that parents should think
about, maybe on the downside ofredshirting?
Speaker 2 (41:36):
One thing is even though a redshirted kid is older
, they might actually end upfeeling bored in class.
Speaker 1 (41:42):
Bored, but they're older, Shouldn't they be like
more advanced?
Speaker 2 (41:47):
Not necessarily.
It really depends on the kid.
And if the schoolwork isn'tchallenging enough, oh I see.
If it's too easy they mightcheck out.
Speaker 1 (41:55):
Like why bother trying right yeah.
And instead of getting excitedabout learning, they lose
interest.
So finding that right level ofchallenge is important, no
matter what age they are.
Speaker 2 (42:07):
Absolutely.
And we can't forget about thesocial side of things either.
Speaker 1 (42:11):
Oh right, we were talking about that before, about
how redshirting could help somekids socially.
Speaker 2 (42:16):
Yeah, but being older can also create a weird dynamic
, like if they end up being alot older than their classmates
all the way through school.
Speaker 1 (42:24):
They might feel like they don't really fit in.
Speaker 2 (42:26):
Exactly, and kids, they really want to be part of
the group, you know.
Speaker 1 (42:30):
Belonging is so important.
Speaker 2 (42:31):
Huge, yeah.
And that social disconnect, itcan be tough, Especially as they
get older.
It can make them feel isolated,even hurt their self-esteem.
Speaker 1 (42:40):
Wow, this is a lot to consider.
Isolated even hurt theirself-esteem.
Wow, this is a lot to consider.
It seems like redshirting isn'ta simple yes or no decision.
Speaker 2 (42:45):
It's definitely not one size fits all.
Every kid is different, everyfamily is different.
Speaker 1 (42:49):
What are some things that parents should think about
when they're trying to make thisdecision?
Speaker 2 (42:53):
Well, I always say the most important thing is to
really know your child.
Are they naturally curious?
Do they get excited aboutlearning new things?
Do they need a little more timeto get comfortable in new
situations?
Those are all clues those aregreat questions and, of course,
if there are any developmentalthings going on that might
affect their learning.
Speaker 1 (43:13):
That's super important to consider too so
it's not just about age, it'sabout all these different pieces
of the puzzle right it.
Speaker 2 (43:20):
It's about the whole picture, and the good news is
parents don't have to figurethis out all alone.
Speaker 1 (43:25):
There are people who can help.
Speaker 2 (43:26):
Absolutely.
Talk to teachers, childdevelopment experts or even
other parents who've gonethrough this already.
Speaker 1 (43:32):
Getting different perspectives can really help.
Speaker 2 (43:34):
Definitely, it's about gathering information,
weighing the pros and cons andthen you know, trusting your gut
feeling.
Speaker 1 (43:42):
That's so important, trusting that parental instinct,
weighing the pros and cons, andthen you know, trusting your
gut feeling.
That's so important, trustingthat parental instinct.
Well, as we wrap up this deepdive on redshirting, here's a
final thought for everyonelistening.
We've talked about howimportant it is to help kids
love learning A and D, have astrong foundation in reading and
math.
How do we create those amazinglearning environments that do
both Ones, that let kids becurious and set them up for
(44:05):
success?
Speaker 2 (44:06):
Such a good question, you know.
I think it starts withremembering that every single
kid is unique.
What works for one might notwork for another.
Some kids do great withstructure, others need more
flexibility.
Some are hands-on learners,others love to read.
Speaker 1 (44:21):
There's so many different learning styles.
Speaker 2 (44:22):
It's about finding those personalized learning
experiences, the ones thatreally tap into each child's
strengths and, of course, makinglearning FUN.
Speaker 1 (44:30):
So important, making it enjoyable.
Thanks so much for joining uson this deep dive into
redshirting.
We hope this has given you somethings to think about and that
you feel more confident aboutmaking this decision for your
family.
Until next time, keep thosedeep dives.
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