Reading and writing are among the most important skills associated with academic, postsecondary and job success, and also impact active participation in civic life. Research indicates that children who are not reading proficiently by the end of third grade are more likely to drop out of high school, remain poor readers through high school, and be involved with the juvenile justice system.
CASEL and its partners have undertaken a series of publications examining how social and emotional learning (SEL) supports the development of student literacy. These publications include a white paper proposing an approach to literacy development that incorporates SEL and other disciplines relating to social, emotional, and cognitive development. A series of brief takes a closer look at special topics in the relationship between literacy and SEL.
Publications in Series
In this white paper, CASEL and leading researchers urge policymakers to consider the full breadth of literacy research to improve teachers’ ability to deliver rigorous instruction.
The first in a series of briefs on literacy and social and emotional learning (SEL) focuses on how social and emotional development is integral to teaching and learning literacy practices.
The second in a series of briefs on literacy and social and emotional learning (SEL) focuses on children’s early literacy development.
The third in a series of briefs on literacy and social and emotional learning (SEL) addresses the specialized demands of academic disciplinary literacies in middle and high school.