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 past two decades have seen an expansion of knowledge from both the neurosciences and research on the interconnectedness among cognitive, biological, emotional, and cultural factors that shape development over the lifespan. This line of research, which embraces both the Science of Learning and Development (SoLD) and social and emotional learning (SEL), has much to offer researchers and educators who want to better understand and improve reading development and its influence on students’ academic performance and quality of their lives at every stage.
This white paper examines:
- What we have learned about the nature of reading, its development, and its pedagogy, and how that knowledge translates into legislation and policies
- How we can enhance the impact of education policies and practices by bridging the science of reading with SoLD
- How federal agencies can provide resources and incentives that expand the reach of evidence-based curriculum, pedagogy, and teacher education
- How federal agencies can develop policies that foster the development of a body of research, along with support for practice and teacher learning
Citation:
Pearson, P. D., Salinger, T., Lee, C.D., Uccelli, P., Alexander, P., Vogt, M., Immordino-Yang, M., Osher, D., Jagers, R., Fenwick, L., Steele, L. (2024). Bridging sciences: an integrated approach to supporting student literacy development [White paper]. The Collaborative for Academic, Social, and Emotional Learning, American Association of Colleges for Teacher Education. https://casel.org/student-literacy_white-paper/
