Curriculum News

The Policy Circle's brief on Literacy in 2022

Low literacy is defined as being unable to complete tasks related to comparing and contrasting, paraphrasing, or making low-level inferences. With low literacy rates, we see inequities continue to widen as low literacy correlates with:

• higher unemployment;
• reduced income;
• higher incarceration rates; and
• poorer health outcomes.

As reported by the Barbara Bush Foundation for Family Literacy, the children of parents with low literacy levels have a 72% chance of being at the lowest level of literacy when they become adults, creating a cycle of illiteracy and poverty that can span generations. A Gallup study commissioned by the foundation estimated that raising every American adult’s literacy rate to a 6th-grade reading level would generate an additional $2.2 trillion a year for the U.S. economy.

Higher literacy levels also have a positive impact on non-economic outcomes, according to a study from the Organization for Economic Cooperation and Development (OECD). This study found a correlation between higher literacy rates and trust in others, political efficacy, participation in volunteer activities, and self-reported health.

While some programs focus on improving literacy among adults, multiple studies show that investment in reading skills during early childhood programs produces more effective long-term results. Students who master literacy skills have the fundamental skills needed for academic success and better employment opportunities as adults. According to ProLiteracy, an estimated $106–$238 billion in annual healthcare costs are linked to low adult literacy skills in America.

🍎 NECAP assessments were above the state average. When the assessment changed to the SBAC, both the state average, and the average in Moultonborough declined, but Moultonborough continues to be above the state average in literacy. Post-covid there was a dip in test scores state-wide and in Moultonborough. For the past two years, Moultonborough has performed above the state-average.

⭐ In district, students take the STAR Assessment which is utilized by staff to differentiate instruction. In the chart of longitudinal results by grade-level below, you can follow a cohort group diagonally across the years. The number indicates the percentage of students at each grade who are at or above the 40th percentile. This means they are performing at or above the level of 40% of other students in their grade level nationwide, generally considered to be "at grade level" or "meeting expectations" according to most educational standards; essentially, they are performing as well as or better than a significant portion of their peers.

According the the Reading League, the Science of Reading embodies over 40 years of research findings from multiple fields of study that shine a light on key fundamental principles of reading instruction. In the Foundations of the Science of Reading Knowledge Block, participants will learn about three “anchors” that have emerged from this research. These include:

• The Simple View of Reading (Gough & Tunmer, 1986)
• Scarborough’s Reading Rope (Scarborough, 2001)
• Four-Part Processing Model for Word Recognition (Seidenberg & McClelland, 1989)

"Strong foundational linguistic and early reading skills underpin later reading abilities. In turn, reading competency supports the development of comprehensive literacy skills, such as the ability to evaluate, critique, and analyze written information in its many forms. Those children with strong early reading skills are more likely to experience cumulative advantages compared to children who struggle with early reading" (Gillon, et. al.)

Targeted School-Based Interventions for Grades K–6

A 2021 Campbell systematic review analyzed 205 studies, including 186 randomized controlled trials, focusing on school-based interventions for students with or at risk of academic difficulties in kindergarten through Grade 6. The review found that:

• Small-group instruction by adults and peer-assisted learning yielded the largest short-term improvements in reading and mathematics.

• These interventions effectively decreased the achievement gap for at-risk students.

The positive effects were sustained up to two years post-intervention, although some fadeout was observed. This underscores the importance of continued support and monitoring.

https://www.air.org/