How Building Knowledge Boosts Literacy and Learning: First Causal Study Finds Outsized Impacts at 'Core Knowledge' Schools
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| Title: | How Building Knowledge Boosts Literacy and Learning: First Causal Study Finds Outsized Impacts at 'Core Knowledge' Schools |
|---|---|
| Language: | English |
| Authors: | David Grissmer, Mark Berends, Daniel T. Willingham, Chelsea A. K. Duran, William M. Murrah, Tanya Evans, Chris S. Hulleman, Jamie Decoster, Thomas G. White, Richard Buddin |
| Source: | Education Next. 2024 24(2):52-57. |
| Availability: | Education Next Institute, Inc. Harvard Kennedy School, Taubman 310, 79 JFK Street, Cambridge, MA 02138; Fax: 617-496–4428; e-mail: Education_Next@hks.harvard.edu; Web site: https://www.educationnext.org/the-journal/ |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education Grade 3 Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 |
| Descriptors: | Reading Programs, Direct Instruction, Phonics, Reading Comprehension, Knowledge Level, Elementary School Students, Kindergarten, Selective Admission, Competitive Selection, Admission (School), Charter Schools, Measurement, Grade 3, Grade 4, Grade 5, Grade 6, Core Curriculum, Reading Instruction, Reading Achievement |
| Geographic Terms: | Colorado |
| ISSN: | 1539-9664 1539-9672 |
| Abstract: | Educators and researchers have been fighting the reading wars for the last century, with battles see-sawing literacy instruction in American schools from phonics to whole language and, most recently, back to phonics again. Over the last decade, 32 states and the District of Columbia have adopted new "science of reading" laws that require schools to use curricula and instructional techniques that are deemed "evidence-based." Such reading programs include direct instruction in phonics and reading comprehension skills, such as finding the main idea of a paragraph, and efforts to accelerate learning tend to double down on more of the same skill-building practice. The authors conduct the first-ever experimental study of this topic, based on randomized kindergarten-enrollment lotteries in nine Colorado charter schools that use an interdisciplinary knowledge-based curriculum called Core Knowledge. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Access URL: | https://www.educationnext.org/how-building-knowledge-boosts-literacy-and-learning/ |
| Accession Number: | EJ1425692 |
| Database: | ERIC |
| Abstract: | Educators and researchers have been fighting the reading wars for the last century, with battles see-sawing literacy instruction in American schools from phonics to whole language and, most recently, back to phonics again. Over the last decade, 32 states and the District of Columbia have adopted new "science of reading" laws that require schools to use curricula and instructional techniques that are deemed "evidence-based." Such reading programs include direct instruction in phonics and reading comprehension skills, such as finding the main idea of a paragraph, and efforts to accelerate learning tend to double down on more of the same skill-building practice. The authors conduct the first-ever experimental study of this topic, based on randomized kindergarten-enrollment lotteries in nine Colorado charter schools that use an interdisciplinary knowledge-based curriculum called Core Knowledge. |
|---|---|
| ISSN: | 1539-9664 1539-9672 |
