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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
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  Data: How Building Knowledge Boosts Literacy and Learning: First Causal Study Finds Outsized Impacts at 'Core Knowledge' Schools
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  Data: <searchLink fieldCode="AR" term="%22David+Grissmer%22">David Grissmer</searchLink><br /><searchLink fieldCode="AR" term="%22Mark+Berends%22">Mark Berends</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+T%2E+Willingham%22">Daniel T. Willingham</searchLink><br /><searchLink fieldCode="AR" term="%22Chelsea+A%2E+K%2E+Duran%22">Chelsea A. K. Duran</searchLink><br /><searchLink fieldCode="AR" term="%22William+M%2E+Murrah%22">William M. Murrah</searchLink><br /><searchLink fieldCode="AR" term="%22Tanya+Evans%22">Tanya Evans</searchLink><br /><searchLink fieldCode="AR" term="%22Chris+S%2E+Hulleman%22">Chris S. Hulleman</searchLink><br /><searchLink fieldCode="AR" term="%22Jamie+Decoster%22">Jamie Decoster</searchLink><br /><searchLink fieldCode="AR" term="%22Thomas+G%2E+White%22">Thomas G. White</searchLink><br /><searchLink fieldCode="AR" term="%22Richard+Buddin%22">Richard Buddin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+Next%22"><i>Education Next</i></searchLink>. 2024 24(2):52-57.
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  Data: 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/
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Selective+Admission%22">Selective Admission</searchLink><br /><searchLink fieldCode="DE" term="%22Competitive+Selection%22">Competitive Selection</searchLink><br /><searchLink fieldCode="DE" term="%22Admission+%28School%29%22">Admission (School)</searchLink><br /><searchLink fieldCode="DE" term="%22Charter+Schools%22">Charter Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement%22">Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Core+Curriculum%22">Core Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Colorado%22">Colorado</searchLink>
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  Data: 1539-9664<br />1539-9672
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  Label: Abstract
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  Data: 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.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 52
    Subjects:
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: Direct Instruction
        Type: general
      – SubjectFull: Phonics
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Kindergarten
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      – SubjectFull: Grade 5
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      – SubjectFull: Grade 6
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      – SubjectFull: Core Curriculum
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      – SubjectFull: Reading Achievement
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      – SubjectFull: Colorado
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      – TitleFull: How Building Knowledge Boosts Literacy and Learning: First Causal Study Finds Outsized Impacts at 'Core Knowledge' Schools
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