Current Early Literacy Research:
Early Warning Confirmed, Annie E. Casey Foundation, June 2013. Building on another AECF publication, “Early Warning: Why Reading by the End of Third Grade Matters,” this 2013 research report provides additional support for the link between reading deficiencies and broader social consequences, and includes recommendations for interventions.
The Campaign for Grade-Level Reading, “The 30 Million Word Gap: The Role of Parent-Child Verbal Interaction in Language and Literacy Development.” The enormous gap in the amount of words and language heard by lower income children compared to their wealthier peers from birth until age three leads to delays in academic and literacy development. This paper summarizes the importance of parent-child verbal interaction in the development of children’s vocabulary and emergent literary skills.
“Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation.” Annie E. Casey Foundation, April 2011. This study shows that students who don’t read proficiently by third grade are four times more likely to drop out of high school than proficient readers, and breaks down the influence of poverty, minority status, and reading proficiency on graduation rates.
Alignment with Common Core Standards, English Language Arts Standards. In June 2010, 45 states adopted standards for English and math. Those standards are being implemented in California schools beginning with the 2013-2014 school year. Super Stars Literacy instructors provide lessons that are aligned to the English Language Arts Common Core State Standards.