Tag Archives: parenting resources

Wonder How to Help Your Kids Withstand the Ever Shifting Landscape of Education in the U.S?

Recent NAEP Test Scores Point the Way

Our Nation’s Report Card for fourth graders dropped last week, and the 2022 reading score results were pretty much what we would have expected.

Remember the phrase ‘Covid Slide’? It’s probably tucked away somewhere with your banana bread recipe and cleaning wipes.

The National Assessment of Educational Progress (NAEP) tests a demographic cross section of fourth and eighth graders in the United States every two years to ascertain how we’re doing in reading and math. The test was due to be given in 2021, but postponed until recently due to the pandemic.

As it turns out, Covid Slide was real. Unsurprisingly, our fourth graders’ reading scores dropped 5 points compared to their 2019 scores, the largest decline since 1990.

Two Important Things the NAEP Data Tell Us

What can we learn from this?

The first, most obvious take away is that the lockdowns were harmful to children. Kids need to be in school. But we already knew that. We’ve seen it in the increase in mental health issues that have also accompanied their delay in academic skills.

The data points to another conclusion as well.

Children who love to read showed far less decline than children who don’t.

When I wrote “Worried About Your Child Falling Behind During the Pandemic? The Single Most Important Thing Parents Can Do to Mitigate Covid Slide” back in July of 2020 I predicted this correctly.

Students who scored at the 90th percentile or above dropped just 2 points compared to greater amounts for each percentile rank below, with a decline of a full 12 points for students scoring in the 10th percentile.

While this too may seem like an obvious result, it bears unpacking.

Issues with access to technology and varying degrees of quality in lesson delivery through distance learning are factors that unquestionably had an impact on student learning through lockdowns.

Students Who Read for Pleasure Experienced Less “Covid Slide”

The greatest factor, however, was one that I knew would most profoundly impact how my fifth grade students fared when we left school in March of 2020, and it was this:

Students who continued reading for pleasure would weather this calamity far better than their peers who did not.

The NAEP data certainly underscores this.

But, one might think, how can you know how much students read for pleasure just by looking at their test scores?

After 32 years teaching elementary school and observing students and the choices they make about reading, I can tell you. Quite a lot.

Each morning my fifth graders would enter the room to classical music and were expected to complete a short ‘get down to business’ activity. Once finished, they were to read a book of their choice quietly.

It was during this short silent reading interval that I learned much about my students and their relationship to reading for pleasure. Through observing how they behaved during this time I began to be able to fairly accurately predict where their standardized test scores would fall.

I knew that students who always had a book in hand and eagerly dove in after completing their work would score in the 90th percentile or above on standardized reading tests. These are the kids who choose to read even when no one is telling them they have to.

I also knew that the students who fought independent reading the most—“I don’t have a book,” “I need to clean out my desk,” “May I sharpen my pencils?” —did not read for pleasure when they had the opportunity, not in class, and probably not at home either, and their test results would show this. *

The take-away? Time spent reading improves a child’s reading skills, so student who read for pleasure do better on tests.

Inexplicably, this glaringly obvious truth is often overlooked when it comes to analyzing reading achievement.

Navigating the Rolling Seas in Education

The world of education has always been in flux when it comes to what and how to teach. Recent years have brought sea changes.

Students are spending more time on screens, both in and out of school.

The culture wars have found their way into schools and profoundly impacted curriculum.

The decades old reading wars rage on as the battle of whole language vs. phonics is fought under the current banners of ‘balanced literacy’ vs. ‘the science of reading.’

Changes in education are perpetual and more consequential than ever right now.

As a teacher with decades of experience teaching reading and observing how much habits formed outside the classroom affect the learning inside, I can assure you that the most important thing you can do as a parent to navigate these waters is to teach your child to love reading. Start as early as you can. Read to them daily. Take them to the library regularly. If you can, buy them books.

Loving reading will enable them to ride out these shifting waters, stay afloat, and learn anyway.

For more on why this is the case, check out The Invisible Toolbox: The Power of Reading to Your Child from Birth to Adolescence.

[Also, find more on this topic in the September 2020 issue of L.A. Parent: “Why Reading to Your Child Matters Now More Than Ever”.]

* Reasons for reading avoidance should always be explored. Often, children who avoid reading have arrived in kindergarten already behind. See “Hope for the Struggling Reader” for more on this. But, there could be additional impediments that cause reading to be a struggle. If you suspect that a visual or auditory processing issue could be interfering, speak to your child’s teacher. Check out author and dyslexia expert Don Winn for more on dyslexia and how and when to screen for it. His book, Raising a Child With Dyslexia: What Every Parent Needs to Know is informative, comprehensive, and helpful for educators as well as parents.

“Screen Schooled: Two Veteran Teachers Expose How Technology Overuse is Making Our Kids Dumber”

Thoughts on One of the Most Important Education/Parenting Books You Really Need to Read

They haven’t used it. We limit how much technology our kids use at home.”

—Steve Jobs on How His Kids Liked the iPad

Distracted. Disengaged. Unable to follow simple directions. Poor executive functioning (the ability to plan, organize, and carry out tasks). Inattentive.

These are just a few of the adjectives that I’ve heard from teachers and substitute teachers who worked in various schools last year when asked to describe how they were finding students who returned to the classroom post-pandemic.

One high school English teacher instructed her long-term substitute to not assign chapters of the novel students were reading for homework. One might think, but don’t they need to do that so that they can engage in follow up activities about the readings together in class?

“They won’t bother to do it,” she said. “You’ll be listening to the book together in class via Audible. Then they’ll complete the follow up material about each chapter on their Chromebooks.”

Do students still pull out a book they’re reading for pleasure when they finish their work? Rarely. Most don’t bring one to class. Some high school and junior school high teachers even allow students free time on their phones when they finish their work.

The culture in schools is changing. The deleterious effects of school closures through COVID have certainly accelerated this, but the transition was already in place before.

After reading Screen Schooled by Joe Clement and Matt Miles (Chicago Review Press) in 2018 I brought my copy to the school where I was teaching and actually carried it around on campus for a few days, eager for an opportunity to share it with my admin staff. It articulated so clearly and thoroughly what I believed!

I never did that. Chickened out.

I must have sensed that the push toward putting every child on a laptop in the classroom was already in full force and that my concerns might not necessarily be welcome. The book’s message challenges the direction we were heading as a school.

What Do Kids Really Need?

As it turns out, the message of Screen Schooled runs increasingly counter to the mainstream in educational America in both the public and private spheres today. If in pre-COVID days the water was rising, we’re now in full flood mode as any considerations about the negative effects of the proliferation of technology in the classroom appear to be swept away. In our post-COVID world back in school, kids are on personal laptops and iPads even more than they were before the pandemic.

And as Screen Schooled explains so effectively, there is a cost.

The authors, two high school teachers, are no Luddites and actually quite techie themselves. Clement was employed in the tech industry before becoming a teacher, and Miles was an IT major in college before switching to education. He serves as his department’s “technology representative.”

The authors, then, are not anti-technology, nor am I. It can be extremely useful in furthering learning goals in the classroom if used purposefully, and its use was essential in keeping teachers connected to students and able to deliver lessons during COVID lockdown.

Yet, Clement and Miles have witnessed the damage that screen “overuse and misuse” has wreaked on our kids— even before schools shut down—and they are alarmed about it. Their concerns have to do with this fundamental question:

What do kids really need?

“Make a list of ten things that kids today need. Go ahead. I’ll wait.

Thanks for doing that. Now look at that list. Does it include “more screen time”? I didn’t think so. Mine doesn’t either. If I had asked you to make a list of twenty things kids today need, would “more screen time” have been on that one? How about if it were a list of a hundred or a thousand things kids need? The point is that while there is nearly universal agreement that kids today do not need more time on screens, schools are doing what they can to make sure kids spend more time on screens.”

From the Introduction

Their conclusion, based not only on their experience as teachers, but also on their deep dive into research and data, is that our children’s current screen saturation is damaging their healthy development both socially and cognitively.

If “More Screen Time” Isn’t What Kids Really Need, Why the Push into Classrooms?

If this is the case, and I believe most thinking adults would agree it is so, then questions must be asked. One of the things I most appreciated about the book is that it addresses, head-on, this elephant in the room:

If more time on screens is not what kids really need, then what is driving the push to integrate technology into nearly every discipline of K-12 education?

One reason is the misguided claim that children who experience low-tech education will lag behind their technology saturated peers and be unprepared for the future world of work.

The authors address this fallacy by pointing to the educational choices parents who work in high-tech industries are making for their own children. Like Steve Jobs (see quote above), these are the people who deeply understand the extraordinary products they create. They know the wonders of technology and they also know what the repercussions can be for misuse in the hands of a child whose brain is still developing.

The Waldorf School’s philosophy emphasizing hands-on education, in-person social interaction, and creative problem solving is increasingly popular with the tech community in Silicon Valley. Technology use is rejected both in and outside of school, and some schools even require parents to sign contracts promising to limit their child’s use at home.

“Back-to-school nights at Waldorf schools are a who’s who of the technology world, with executives from eBay, Google, Yahoo, Apple, and Hewlett-Packard…Seventy-five percent of Waldorf students in Silicon Valley have ties to the tech industry.” p. 175

But don’t these tech titans worry that their screen limited children will fall behind their peers, unprepared for their tech-dominated futures? Apparently not. They understand that the purpose of early education is to develop foundational, developmentally appropriate skillsets that will always be useful, regardless of future trends.

“As Alan Eagle, an executive at Google who is a Waldorf parent and has a computer science degree from Dartmouth explains, “At Google and all these places, we make technology as brain-dead easy to use as possible. There’s no reason why kids can’t figure it out when they get older.” p. 175

The second reason for the push for technology-centered education is explained in a chapter titled “The Education-Industrial Complex.” The reality is that, inasmuch as teachers don’t typically see it this way, education is a business, and a great deal of money is at stake.

Millions of dollars have changed hands as schools have spent to upgrade their hard and software, and technology and publishing companies both large and small have scrambled to create and market their products.

Industries, government entities, and decision makers in education work hand-in-glove to make decisions and shape curriculum. The story of how Common Core Standards came into being through the involvement of Bill Gates and Microsoft, former U.S. Secretary of Education, Arne Duncan, and several D.C. based organizations is just one example of the inbred decision-making that drives educational practice and affords lucrative benefits for the prime movers.

What Kids Really Do Need

Neither of these two reasons for technology’s push into the classroom actually address the question of what kids really need.

The authors do, however. Their final chapter, “Ideal Education in a Modern World” outlines the key principles that should shape educational decisions: Keep it Simple, Focus Instruction on Skills (real, not virtual), and Foster Face to Face Social Interaction. If the use of technology supports or enhances these principles, great. If not, teachers should not feel pressured to impose it into their instruction.

The goal is that students will develop real-world skills, learn to think deeply and critically, and learn how to collaborate. In other words, the things kids really need that will carry them into an unknown future.

“The Invisible Toolbox” Goes to Turkey…

Translated and with a New Cover Design

When I learned recently that my publisher was working on selling foreign rights to The Invisible Toolbox, I did a quick Google search and came across this image along with various links to sellers in a language I didn’t understand. Every now and then I’ll do that to see where the book is turning up or being sold. But this was a big surprise.

It was a thrill to see my book clothed in a new cover and translated into Turkish—like a grown child who’s moved out into the world and created a life of their own!

It’s also a lovely reminder that the message of The Invisible Toolbox is universal. A child’s need for a nurturing connection with their parent and a strong foundation in language and love of story is shared by all cultures.

Mutlu okumalar, to our new Turkish friends!

The Essential Ingredients for a Great Read Aloud…

And Is There a Correct Way to Do It?

I don’t believe that there’s just one right way to read aloud to your child. I do believe, however, that our motivations for doing so matter enormously.

In Dear Parents: Part 4 I discuss the two most important reasons to read. We’ll revisit André and his mom Michelle to witness those things in action. I’ll also point out strategies that André’s mom uses so naturally to engage him and create a fun experience for them both.

Have a look!

Thanks, Read Aloud Nebraska!

A widespread internet outage last Friday at Read Aloud Nebraska‘s annual conference threatened to derail my virtual keynote presentation. Yikes! This is the type of unforeseen event that every conference planner and speaker dreads. But Megan, the expert IT specialist on site, cooly and calmly found a work-around. She used her iPhone as a mobile hotspot to share my talk and enable me to call in for a discussion with our in-person audience. Great save, Megan!

I love sharing about The Invisible Toolbox and why reading to our children is one of the greatest gifts a parent can give. Here’s an excerpt that explains how the building of every child’s invisible toolbox begins with love and connection…

Hope for the Struggling Reader

Parents, you are more powerful than you know…

Did you know that according to the latest NAEP—our nation’s report card that tests students in fourth and eighth grade every two years—65% of fourth graders and 66% of eighth graders in the United States did not perform as proficient readers? (NAEP 2019)

Equally as concerning, research tells us that 75% of students who do not read on grade level by third grade will never catch up. (Children’s Reading Foundation)

Why is it that 3 out of 4 students will remain behind? And what is happening with students in the 25% who do manage to make gains and become proficient readers?

Observations I’ve made in over three decades teaching elementary school children convince me that there is one variable that’s most powerful and effective in moving children into reading success.

In our latest conversation, author and dyslexia expert Don Winn and I discuss these issues: why children struggle and how they can be helped.

Raising Readers from Birth: An Interview with Kim Jocelyn Dickson

“I couldn’t actually meet the parents of my future students at the exit door of the maternity ward, so I wrote The Invisible Toolbox instead.”

I interviewed recently with dyslexia expert Don Winn. Don is an award-winning author of picture books and Raising a Child with Dyslexia: What Every Parent Needs to Know.

Thanks so much, Don, for this opportunity! A great conversation about what really matters in the early years for EVERY child.

Worried About Your Child Falling Behind During the Pandemic?

The Single Most Important Thing Parents Can Do to Mitigate Covid Slide

If you’re a parent worried about Covid-19’s long-term effects on not only your child’s academic growth, but their social-emotional well being too, you are not alone. “Covid Slide” is the new buzzphrase for the worry that students who miss out on regular school will have long-term gaps in their learning and struggle to catch up.

It’s an understandable concern. The Distance Learning programs that schools and school districts delivered during the final third of the school year varied widely. Some schools pivoted quickly into a fairly robust program, while others faltered and even petered out toward the end of the year.

Children have been out of physical school since March and, with the number of COVID cases spiking  this summer, schools across the country are facing agonizing decisions about how school will take place in the fall. 

The uncertainty of it all is bound to cause anxiety in parents. Sending their child back to some semblance of normalcy if their school does open under physically distanced circumstances, participating in their school’s distance learning program, or keeping them home and figuring it out for themselves are possibilities every parent will have to grapple with soon. 

In the meantime, what can a parent do to help their child continue to grow academically and feel safe and healthy emotionally? 

The single most important thing a parent can do during this time of school upheaval is to support their child’s love of reading.  Finding pleasure in reading is so critically fundamental to all learning that fostering it is the best possible insurance a parent can employ in preventing not only academic decline, but also emotional distress. 

Two Critical Tools Every Child Needs

In The Invisible Toolbox: The Power of Reading to Your Child from Birth to Adolescence, I explain the tools a parent bestows on their child through reading to them from the beginning that will affect their future school success.  Here, I’ll explain just two as these are two of the most critical ones a child needs during this time.

Tool #1: Intellectual Curiosity

The child who reads will want to know more

One of the most important tools that a child who finds pleasure in reading gains is intellectual curiosity.  It may sound lofty, but intellectual curiosity is simply the quality of wanting to know more about the world. Young children are innately curious, but I’ve learned through over thirty years in the classroom that this quality is easily lost if it isn’t nurtured. Children who read learn more than those who don’t, and, they are more curious than their non-reading peers. 

Why is the cultivation of intellectual curiosity important during this time of interrupted school? A child who reads for pleasure during this time continues to want to know more and will read more in order to learn. They are intrinsically motivated to do this, regardless of whether they are in school or not.  These students want to learn for learning’s sake. They are much less likely to fall behind and will be primed to resume regular instruction because they have not stopped learning.

Tool #2: The Ability to Find Joy Anytime, Anywhere

A child who reads for pleasure can find joy through being transported beyond their circumstances

Parents and all who care about children are not only concerned about academic slippage. Earlier this summer, the American Academy of Pediatrics recommended that schools re-open in the fall, despite spiking cases of COVID-19, for the sake of children’s social-emotional health. 

Children need to be with other children, and face-to-face learning with a caring adult is ideal. But what if public health circumstances prevent this from happening in the fall? How then can a parent best support the social-emotional needs of their child?

Encouraging a love of reading is helpful here too. There are two ways a parent can promote their child’s emotional well-being through reading. 

A daily family read-aloud time is a comforting oasis for both parent and child during a difficult time. Sharing a picture book or a novel together is an opportunity not only to escape into another world, but also to connect with each other through the experience. Having a parent’s full attention at some point each day has an enormously positive impact on a child’s well-being. Enjoying a story together offers an opportunity for conversations not only about the story, but also about a child’s feelings around it. This may even lead to other conversations that wouldn’t occur without the prompting of the story. A daily family read-aloud time is an excellent opportunity for bonding.

Having books to jump into independently can be a soothing haven for a child during a difficult time as well. Neuroscience has taught us much in recent years about the impact that reading for pleasure has on the brain.

What we now know that we didn’t understand before is that when we read fiction it impacts not just the language-processing portion of the brain, but all parts of the brain. Studies show that when we read, we experience the story as if it’s actually happening to us. (Murphy Paul, 2012.) What this means for a child immersed in a book is that they are truly transported when they read; they experience the story as if they are actually participating in it. Studies also indicate that reading puts our brains into a state similar to meditation and that it brings the same health benefits: deeper relaxation, inner calm, lower stress levels, and lower rates of depression.

Reading provides a healthy escape from the monotony of being stuck at home.

Lest a parent worry that their child could grow into a reading recluse unable to relate to others, studies also show that reading fiction develops a person’s capacity for empathy. Entering into a story necessitates that a reader put themselves into a character’s shoes. With fiction we come to understand that others have viewpoints different from our own. These important ingredients for social-emotional wellness cultivated through reading can make a lasting impact on a child’s ability to understand others. (Mar, 103-134) 

Finding pleasure in reading is so critically fundamental to all learning that fostering it is the best possible insurance a parent can employ in preventing not only academic decline, but also emotional distress. 

Come fall, whether or not schools reopen, no child will experience school in the way they’ve known it in the past. Regardless of your child’s school circumstances, encouraging their love of reading remains the one of the most important things you can do.

Last spring, as soon as my school announced that we were going into Distance Learning, one of my fifth grade students made a beeline for the school library and checked out 17 books. His ability to think ahead and plan for lost access to the library was impressive. The parents of another student of mine did a very smart thing too. They ordered every single Rick Riordan title from Amazon so that their son would have a complete library of his beloved series to read during the quarantine. By June this boy had read over 19 novels. 

As a teacher I felt good about the language arts program I was able to deliver remotely to my students on such short notice. It wasn’t nearly as expansive as what I would have been able to offer in person, but except for a very few, most of my students remained active and engaged until the end of the year. The boys who were reading continually for fun were two I knew I didn’t need to worry about. 

Parents can let go of some of their anxiety, too, through supporting their child’s love of reading. While not every parent can afford to buy an entire library of their child’s favorite author’s books, the public library, their child’s school’s library, or free books available online can provide a child with what they need to carry them through this time of disruption and build a strong foundation for their future.

References

Dickson, Kim Jocelyn. (2020). The Invisible Toolbox: The Power of Reading to Your Child from Birth to Adolescence. Coral Gables, FL/USA: Mango Publishing Group.

Mar, Raymond. (2011). Annual Review of Psychology. Vol. 62: 103-134.

Murphy Paul, Annie. (2012). Your Brain on Fiction. New York Times. 

Book Talk: The Invisible Toolbox

by Adrian of the Westmont Public Library

Did you know that The Invisible Toolbox is available on audio too? It’s not only a quick read, it’s a fast listen, too, at just two hours. Here’s what Adrian, the youth services librarian at the Westmont Public Library, has to say about it:

“You may have heard that it’s important to read aloud to your child from birth, but you may not have heard why…”

The Invisible Toolbox: The Power of Reading to Your Child from Birth to Adolescence is available on audio as well as paperback through these links:

The Invisible Toolbox: Available Now!

“Every child begins school with a lunchbox in one hand and an Invisible Toolbox in the other…”

Check out longtime elementary school teacher and author Kim Jocelyn Dickson’s overview of what The Invisible Toolbox: The Power of Reading to Your Child from Birth to Adolescence is all about and why she wrote it.

“Recent research in neuroscience tells us that 80% of the brain develops in the first three years of life. This is the time when the infrastructure of the brain is laying down actual physical pathways that will enable a child to fully access all that the world of school has to offer. 

Through reading to our children regularly, we not only build that infrastructure, filling their invisible toolboxes, we nurture the parent-child bond that is the foundation for a child’s motivation to learn.”

Just days after its release, The Invisible Toolbox is getting 5 star reviews on Amazon and Goodreads. Also, check out what Amy Dickinson (syndicated columnist, Ask Amy), Jeff Conyers (President of Dolly Parton’s Imagination Library and the Dollywood Foundation), and pediatricians Dr. Chang and Dr. Lin have to say about The Invisible Toolbox!