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.
In our nation’s classrooms, we tend to see the academic demands of learning as separate from emotions and relationships. Current research, however, demonstrates that learning environments and instruction that support students’ social and emotional development and well-being are integral to student literacy development.
Written by Dr. Carol D. Lee and Dr. Alessandra E. Ward, this introductory brief focuses on the underlying science of how thinking, feeling, and perceptions along multiple dimensions interact to influence what we do as learners. It examines:
- Findings in neuroscience, psychology, human development, learning sciences, literacy, and social and emotional learning (SEL) that provide a grounding for understanding the relationship between social-emotional development and literacy development
- Concrete examples of how supporting the five core competencies of SEL can support students’ literacy development, and vice versa
- The relationship between SEL and literacy development, which is central to civic reasoning and discourse
Citation:
Lee, C.D., & Ward, A.E. (2024). The role of social and emotional learning in improving literacy development. The Collaborative for Academic, Social, and Emotional Learning. https://casel.org/the-role-of-sel-in-improving-literacy-development-2/
