Cell phone use and reading survey

 A recent survey of 900 school librarians and educators across the country revealed that mobile device policy that banned cell phone coincided with 2/3 reporting more visual engagement with books in classrooms, increased library circulation, and more independent reading during free periods. Full bans, especially those who used physical storage methods, outperformed looser "off and away" approaches, particularly in high schools. 

Yurio, K. (2026. July 23). SLJ survey: Cell phone bans boost reading, library use. School Library Journal. https://www.schoollibraryjournal.com/story/SLJ-Survey-Cell-Phone-Bans-Boost-Reading-Library-Use 

Primary Student Reading Study

Early reading readiness among students in kindergarten through second grade has stagnated, with 34% performing below benchmark, according to Amplify's recent data from mCLASS DIBELS tests. The study, which evaluates 350,000 students across 43 states, shows that while kindergartners maintained last year's levels, proficiency among first- and second-graders slightly declined, particularly in oral reading fluency.  Modan, N. (2026). Progress paused: What end-of-year data reveal about early literacy in grades K–2. Amplify. https://amplify.com/pdf/uploads/2026/06/mCLASS_EOY_Report_072426.pdf

Struggling Readers in Secondary Schools Survey

 Based on a national survey of teachers, principals, and district leaders, this report highlights widespread concerns—especially in higher-poverty schools—and examines key questions about training, resources, and family support. Data-driven findings point to solutions for strengthening secondary literacy. Topics include training on how to support middle and high school students struggling with basic reading skills, resources to help educators assist those students, and the role of parental support.

Struggling readers in secondary schools: Results of a national survey. (2026) Education Week.

https://www.edweek.org/research-center/reports/struggling-readers-in-secondary-schools-results-of-a-national-survey?utm_source=eb&utm_medium=eml&utm_campaign=RCReport&M=17140198&UUID=38915a68716182c0a0b20ace8b5219f7&T=22403136

Reading Aloud to Children Study

 Reading aloud to children, even after they can read independently, provides benefits beyond literacy, according to a recent study. It found that just 15 minutes of shared reading each night helped strengthen children's empathy and creativity, Furthermore, it doesn't matter if the reader asks questions or not. 

Winter, M. et al. (2026). Keep the bedtime story: A daily reading ritual improves empathy and creativity in children. PlusOne. https://doi.org/10.1371/journal.pone.0340068

10 2025 studies

 https://www.edutopia.org/visual-essay/the-10-most-significant-education-studies-of-2025?utm_content=linkpos2&utm_campaign=weekly-2025-12-10&utm_medium=email&utm_source=edu-newsletter

10 top education studies in 2025 (according to Edutopia)

In Memoriam: It’s Over For Cell Phones

What happens when you finally remove the distracting devices? A sweeping new study weighs in.

After installing over 1,000 wooden boxes across 10 college campuses in India, researchers embarked on a massive, randomized controlled trial to determine the impact of cell phone bans on academic performance. Over the course of a semester, almost 17,000 students either marched into class with their phones or deposited them in the new wooden receptacles and—suddenly, heartbreakingly Instagram-less—took their seats.

At scale, phone-free classrooms produced better academic outcomes, especially among new and struggling students. Phone bans “can substantially improve student grades” and “narrow achievement gaps,” the researchers concluded, providing conclusive evidence of a causal link between cell phone restrictions and better grades. A 2025 study of phone bans in Florida high schools, which appeared a few months later, also reported academic improvements and significant reductions in unexcused absences—though troubling, short-term patterns of racialized discipline were initially reported as the bans got off the ground.

The will to ban phones in U.S. schools has been slow to coalesce but has recently gained momentum. In 2025, according to Ballotpedia, 22 states passed new laws restricting phone use in schools.

More states should listen to teachers and follow suit. Beyond improved grades, the researchers in India reported “fewer instances of disruptive behavior” in classrooms, “less peer-to-peer conversation unrelated to course material,” and better student-teacher relationships. Kids who attended class without phones, meanwhile, became converts: As a group, they were “significantly more supportive of phone-use restrictions” going forward—signaling a “convergence of academic performance” and “increased student receptivity” that highlights the potential of phone bans to transform school cultures, the researchers say.

Cracking the Code of Math Word Problems

Two new studies reveal what “capable problem solvers” do when presented with difficult word problems.

In everything from recipes to social media algorithms, important mathematical principles are at work below the surface of everyday life. But even simple math word problems that attempt to capture this reality can derail students as they wade through a tangle of numbers, operations, and story details.

After analyzing 1,000 solutions to middle school math problems, researchers found that students often stumbled when trying to translate narrative text into manageable, computable steps. What may seem like a straightforward scenario—calculating the gas, food, and lodging costs for a family road trip, for example—can exert “high demands on working memory” as information outstrips cognitive bandwidth, the researchers explain in a 2025 study.

In the study, the most common technique—highlighting key elements of a word problem—was only marginally helpful. But when used as the first step in a broader “organizational and elaborative” approach that included sketching diagrams, categorizing information, and annotating the problems with arrows or labels, students were better able to see how the pieces fit together. Kids who used these note-taking strategies were 29 percent more likely to solve a problem than those who simply highlighted details, the study found.

What’s the secret behind the strategies? Math word problems often present more information than students can hold in working memory. “Capable problem solvers” offload information to sketch pads and margin notes and reintegrate it later, researchers explain in a different 2025 study—allowing savvy students to refocus their attention on a smaller set of factors as they work to translate a story into solvable math.

Start of newsletter promotion.

The Microbreaks Break Through

New research suggests—yet again—that short brain breaks dramatically improve student attention and performance.

Sustained student attention, which researchers often refer to as “vigilance,” is the horse that never wins. In a 2025 study of attentional limits in several UK classrooms, in fact, researchers detected the first signs of wobbly student focus a mere five minutes into a lecture. Attention then steadily declined for the rest of the lesson.

In search of possible solutions, the researchers enrolled 253 sophomore psychology undergraduates in 90-minute lectures that were interrupted by 90-second microbreaks every 10 minutes, or by a single 10-minute break at the halfway point. Microbreaks were casual affairs, consisting of activities like “closing your eyes, quietly speaking with fellow classmates, stretching, or drinking water.” On quizzes that measured attention at regular lecture intervals, students in the microbreak group outperformed their counterparts by significant margins—up to 76 percent better—virtually every step of the way.

The attempt to master challenging material always leads to mind-wandering—there are no cures. Historical studies of attention spans place the limits at various thresholds, from eight to 10 to 25 minutes. Instead of trying to “overcome these constraints,” the researchers say, educators should “acknowledge the theoretical impossibility of perfect sustained attention” and choose strategies that are compatible with “inherent neural, biological, and cognitive limitations.”

When in doubt, chunk learning into smaller parts, incorporate regular movement or chat breaks, or change learning modalities to allow kids to rest and reset, perhaps as often as every 10–15 minutes.

Early Handwriting Leads to (Much) Better Reading

When asked to name or write letters, preliterate kids who wrote by hand crushed kids who typed.

In the debate over screens versus paper, new research tips the scale dramatically, revealing that writing by hand—but not typing—helps build the cognitive framework young students rely on to decode letters and recognize words.

In a study published earlier this year, researchers asked 5-year-old pre-readers to study new letters and two-syllable words, then practice them through handwriting or typing. After several short training sessions, the children were tested on how well they could name the letters, write them from dictation, and recognize and decode the new words.

Across nearly every measure, the children who wrote letters by hand demonstrated superior alphabetic and orthographic skills. When asked to name letters, handwriters achieved 92 percent accuracy, compared to 75 percent for typers, and the discrepancy was even greater for letter writing: Children who practiced by hand wrote the new letters accurately more than twice as often—64 percent of the time, compared to 28 percent for their typing peers.

In recent years, neuroscientists also peeked inside the brains of older students as they used pencils and keyboards. A 2020 study of seventh graders revealed telltale traces of deeper learning when kids wrote words instead of typing them, and a study published earlier this year confirms that handwriting is an “important tool for learning and memory retention” that benefits students across all ages, including middle and high school. 

As screens increasingly claim space in children’s daily routines, the studies argue for a return to older technologies. For the youngest readers and writers, the need for a steady diet of pencil and paper work is inarguable. Meanwhile, middle and high school students can move between tools like Google Docs and old-fashioned paper notebooks, gaining crucial experience with modern technologies while periodically slowing down to engage in methodical, embodied thinking.

When to Resist the Urge to Help Students

Too much struggle can be deflating. But just enough can improve a child’s sense of competence and promote academic risk-taking.

Feeling competent is crucial to well-being, but for young learners it tends to come at a price: a dose of (healthy) frustration. 

Now a new study confirms that when adults spot a struggling student and intervene too quickly, it can signal that solutions are beyond the child’s ability—and dampen their confidence and willingness to take intellectual risks when new challenges arise.

As early as age 5, children across a range of studies reviewed by the researchers became “less motivated to persist on a difficult task” after an adult stepped in to help solve a puzzle, suggesting that even “well-intentioned behavior toward children can backfire” and sabotage important skill-building opportunities. Likewise, when 6- to 11-year-old girls received “unsolicited help” from an adult during a paper-folding exercise, they reported feeling “less smart afterward.” 

The impulse to rescue students from confusion and frustration is hard to ignore, but real learning often happens in the difficult moments just before we do. When tempted to step in, educators might consider other scaffolds like “providing hints or asking questions,” the researchers suggest, pointing kids in the right direction without doing the thinking for them. Offering a few useful stepping stones in lieu of answers, the research reveals, can preserve independence and foster self-sufficiency.

AI Takes a Big Bite Out of Special Ed Paperwork

According to special education teachers surveyed in a new study, AI-generated IEPs saved time without sacrificing quality.

Special education teachers often face an overwhelming volume of paperwork, from drafting IEPs to logging weekly data on student progress and tracking learning accommodations. 

That’s precious time that could be reallocated to working directly with kids. In a 2025 study, a team of researchers asked experienced K–12 special education teachers to write an IEP goal based on a brief description of a student’s disability, past performance, and areas of need. The same teachers then used ChatGPT to generate an IEP goal by providing basic information about a student’s learning differences. 

After analyzing both sets of goals on six dimensions including clarity, measurability, and timeliness, the researchers found “no statistically significant difference in quality” between the AI-generated versions and those written entirely by teachers. The teachers, however, had a more favorable impression: Most said that the ChatGPT goals were “either of the same or better quality than they think a special education teacher… would have written,” and viewed AI as a tool they could use to improve efficiency.

Recalling the hours she spent drafting documents for her students, Danielle Waterfield—the study’s lead author and a former special education teacher we interviewed for this article—said that her time with AI convinced her of the tech’s potential to relieve that administrative burden and shift special education teachers from paperwork to what really counts: “face-to-face time with their students.”

Blissed-Out Kids

Thirty minutes of daily recess is not enough to keep elementary students relaxed and ready for schoolwork, according to a new study.

Decades ago, according to a June 2025 study, the U.S. had a “simple philosophy” on school recess that recognized outdoor play as “essential for healthy and happy children” and honored the principle by setting aside 60 minutes for daily recess. In the ensuing years, the researchers say, a creeping tide of academic expectations led to more seat time and testing, undermining the quality and quantity of free play in schools.

The cumulative impact is no joke. To test a theory linking a lack of playtime to chronic stress in kids, researchers conducted a novel experiment, comparing 130 fourth-grade volunteers who received either 30 or 45 minutes of daily recess during the academic year. Hair samples of the children were then analyzed for cortisol levels, providing a unique biological measure of chronic rather than short-term stress. Students in the 45-minute play group had 68 percent less cortisol stored in hair strands—from head to toe, they were chill.

Despite the surprising results, the researchers—who say that recess should be frequent, unstructured, and outdoors—aren’t really going out on a limb. 

More independent play yields happier, more socially competent children, according to an ever-expanding body of research. An exhaustive 2023 study that combed through 50 years of historical records, for example, concluded that kids in the past spent more time outdoors and derived long-term benefits from opportunities to “play, roam, and engage in other activities independent of direct oversight and control by adults.” On the question of play, it might be time to turn back the clock.

A Final Word on the Value of Relationships

Two comprehensive new studies confirm what teachers already suspect—that trust plus high standards is the engine that propels classroom performance.

From kindergarten through high school, students spend roughly 15,000 hours with teachers, making the quality of those relationships a crucial factor in learning. This year, two studies covering millions of school-aged kids resoundingly affirm the point.

In the first, a team of researchers analyzed 70 years of studies encompassing more than 2.6 million K–12 students and concluded that trusting, supportive student-teacher relationships were linked to a wide range of benefits across grade levels: higher academic achievement, improved behavior, better executive function and self-control, and greater feelings of belonging, motivation, and well-being. Positive relationships were equally important for girls and boys, the researchers noted, but may have outsized benefits “for students in middle and high school [when] compared to younger children.”

Meanwhile, a 2025 meta-analysis of 40 studies found that comprehensive social and emotional programs in grades 1–12 have a clear impact on academics, enough to improve overall academic achievement by 8.4 percentile points. “Students who feel a sense of belonging within the school community are more successful academically,” the researchers note, pointing to the crucial role that teachers play in creating a culture that helps students reach their full potential.

Relationships before rigor holds true, then. The two studies are a powerful reminder that social cohesion in classrooms—the sense of belonging that flourishes when teachers cultivate trust with students, maintain consistent support, and hold high expectations—may be one of the most reliable levers for improving learning outcomes.

Teaching Might be One of the Most Complicated Jobs in the World

Above all, teaching is deeply, messily human. It takes tons of practice to get it right.

Thrust into the chaos of real classrooms, pre-service teachers may look back at their training and wonder if too much time was spent learning about conceptual models—and not enough time practicing everyday teacher moves.

Researchers wondering the same thing compared “traditional” teacher prep programs, which emphasize reading and discussion of theoretical frameworks, with “practice-based” approaches that focus on expert observation and role-playing in simulated classroom environments. Watching videos of master teachers and then “rehearsing” in the presence of coaches might be especially beneficial for pre-service teachers, the authors hypothesized, because the approach allows for “feedback in the moment” along with quick hints on “how to elevate instruction.”

In the end, practice trumped theory. When attempting to elicit and respond to correct and incorrect answers in elementary math—by helping adult actors playing students to solve single-digit problems, for example—prospective teachers who had analyzed teacher moves and then actively rehearsed them with coaches were more proficient than those who had merely discussed possible strategies.

Teaching dozens, or even hundreds, of students is mind-numblingly complicated: Kids process information at different speeds, possess wildly disparate skills in reading and math, and sometimes come to school grumpy, fidgety, or even desperately hungry. To get learning off the ground under those circumstances, as so many teachers do every day, theory is insufficient. Regular practice, access to inspiring mentors, time for planning, and plenty of encouragement and patience from administrators and peers is the path to improving one of the most challenging jobs in the world.

Writers Using ChatGPT Are Strangers to Their Own Thinking

Minutes after completing personal essays using ChatGPT, authors remembered almost nothing they “wrote.”

Buried in the appendix of a study Edutopia covered last year was a troubling detail about how roughly 1,000 high school students had used AI to complete grade-level math problems. Given free rein with ChatGPT, ninth, 10th, and 11th graders had engaged in only superficial conversations with the software; among the most frequent student queries were “can u solve this question?” and “what is the answer?”

The results were unsurprising: AI users performed well in practice sessions, but then quickly forgot most of what they’d learned and bombed a closed-book test on the material. 

Now a 2025 MIT study of older students wired up to EEG machines as they wrote essays reveals a similar pattern. College-aged students who were given access to ChatGPT as they responded to provocative questions tended to “follow the thinking” of the machine, produced “statistically homogenous essays,” and exhibited brain activity that was localized and poorly coordinated. Stunningly, minutes later, only 17 percent of the ChatGPT users could recall a single sentence from their essays. Students who used search engines or wrote essays without any assistance fared much better, recalling sentences at rates of 83 and 89 percent, respectively.

It’s not as cut-and-dried as it sounds; the how and when of AI usage seems to matter a great deal. Several recent studies conclude that AI tutors designed to withhold answers and ask probing questions, for example, make excellent study partners. And in the MIT writing study, the researchers found a silver lining: Authors who initially wrote their own essays managed to use AI effectively during a later round of revision. To help students get better results, educators should consider “combining AI tool assistance with tools-free learning phases,” the researchers suggest.

Despite the sense of inevitably around AI, surrender isn’t the answer. ELA teachers are right to ask which writing skills must be safeguarded—from brainstorming to outlining to writing good transitions—and they are perfectly right to limit or prohibit the use of AI as students practice those skills. If students never do it, they’ll never learn it.

Social media use impact on preteens study

 

A recent study found that preteens who use social media more frequently perform worse on reading, vocabulary and memory tests than those who use it less. The study, which used data from the Adolescent Brain Cognitive Development Study, found that even low levels of social media use can negatively affect cognitive abilities.

Nagata JM, Wong JH, Kim KE, et al. Social Media Use Trajectories and Cognitive Performance in Adolescents. Journal of the American Medical Association.. doi:10.1001/jama.2025.16613

Library Policies and Patron Use Studies

This latest research describes the status of library-related policymaking and patrons’ library usage across the U.S. The summary compiles an eye-opening stack of bills that have been passed, enacted, vetoed, or left to wither on the vine. The document also details how coalitions are forming in support of intellectual freedom nationwide.

A separate report indicates that library visits and print circulation have declined more than 50% since 2011, while digital circulation has risen from 8% to 45% in the past decade. Though digital is up, the report also attests that patron demand for “more nonfiction and more backlist” print titles is going unmet. The report observed “no diminution in people’s need for reading” in the U.S., with 80–85% of respondents borrowing print and digital material. The data indicated that “the overwhelming use of libraries is for reading” and “contrary to general belief, there is a relatively small number of users of programs and services,” a topic worthy of closer investigation in case program participation or community service is underreported.

EveryLibrary. (2025). Codifying Censorship or Reclaiming Rights? The State-by-State 2025 Legislative Landscape for Libraries. Author. https://www.everylibrary.org/state_by_state_2025_legislative_landscape_report

Coates, T. (2025). Freckle Project. Tim Coates Books. https://www.everylibraryinstitute.org/freckle_project_surveys_reports

Large Print Books Study

 In an era when students and teachers alike spend hours a day reading on screens, large print books are an easy-to-implement alternative that increases reading engagement and comprehension for a vast majority of students. New research found that 87% of teachers saw a positive impact on their students’ reading success when they made the switch to large print books. Read the blog on the study results.

Effects of large print on student literacy development. (2024). Project Tomorrow.  

https://www.gale.com/thorndike/ylp-research/2024-project-tomorrow-study

Struggling Readers Study

A recent national survey reveals that nearly half of students in third through eighth grades struggle with reading, prompting teachers to seek more training in foundational literacy skills. 40% of teachers had misconceptions about how students develop word reading skills; almost half based their reading instruction on their classroom experience, and fewer than a quarter mentioned professional development as their main source of knowledge. The study also found that evidence-based practices focused on younger students; older students require tailored support to overcome reading challenges.

Kaufman, J. (2024). What's missing from teachers' toolkits to support student reading in grades 3-8? RAND.

https://www.rand.org/pubs/research_reports/RRA3358-1.html 

International School Library Studies

 Five recent studies on school libraries, four from Australia and one global one, examine copyright, collection development, information literacy, reading, staffing and services. 

1. Discovering a good read: Exploring book discovery and reading for pleasure among Australian teens 
   
   
2. ‘Being a Global Citizen’: Australian Secondary Teacher Librarians in the Changing Information Landscape 
   
   
3. Curate, advocate, collaborate: Updating a school library collection to promote sustainability and counter eco-anxiety 
   
   
4. Academic integrity and copyright literacy policy and instruction in K-12 schools: A global study from the perspective of school library professionals 
   
   
5. The 2023 Softlink Australian School Library Survey Report

Broadley, A., & Manuell, R. (2024, May 24). Researching education: 5 further readings on school libraries. Teacher Magazine.

https://www.teachermagazine.com/au_en/articles/researching-education-5-further-readings-on-school-libraries 

Print vs Digital Reading Study

A new study found that when students read digital texts for leisure it had almost no impact on their reading comprehension. This study was an analysis of 25 studies, published between 2000 and 2022, involving about 470,000 participants from at least three dozen countries. Given the minimal connection observed between digital leisure reading and reading comprehension, Altamura and her co-authors estimate that if a student spends 10 hours reading in print in their free time, their ability to comprehend will likely be six to eight times higher than if they read on digital devices for the same amount of time. 

Altamura, L., Vargas, C., & Salmerón, L. (2023). Do New Forms of Reading Pay Off? A Meta-Analysis on the Relationship Between Leisure Digital Reading Habits and Text Comprehension. Review of Educational Research, 0(0). https://doi.org/10.3102/00346543231216463

Literacy Development Review

The IMLS commissioned a review of research literature that examines the effects of motivation to read and within reading programs in communities and, particularly, public libraries.” The report “identif[ies] research studies that focused on the effectiveness of reading strategies that emphasized motivations when promoting reading. This study summarizes several evidence-based practices tied to increasing motivation used during programs, instructional practices, and family engagement activities which are focused on child literacy and community participation.”

Guven, O., & Haddah, Y. (2024). Research on motivation, literacy, and reading development: A review of best practice. ILMS. 

https://www.imls.gov/sites/default/files/2024-04/research-motivation-literacy-reading-development-report.pdf

Reading Instruction Report

 Drawing on the spring 2023 American Instructional Resources Survey, the authors examine teachers' use of foundational reading activities in their instruction. These activities correspond to the four foundational reading skill domains for kindergarten-through-grade-5 students that are set forth in the Common Score of State Standards: print concepts, phonological awareness, phonics and word recognition, and fluency.

The authors compare teacher responses by grades taught, characteristics of their schools and classrooms (e.g., students' race or ethnicity, English language proficiency, disability status), and by state policy context.

Key Findings

• Roughly two-thirds of elementary and one-third of middle and high school English language arts teachers frequently engaged their students in foundational reading activities.
• Secondary teachers who served schools with a majority of students of color and who taught classes with more than 10 percent English learners were more likely to engage their students in these activities.
• Elementary teachers with many students with Individualized Education Programs were less likely to frequently engage their students in these activities.
• Secondary teachers in states with reading legislation were significantly more likely to frequently engage their students in these activities than those in other states.

Shapiro, A., Lee, S., Woo, L. (2024).  Exploring foundational reading skill instruction in K12 schools. RAND.

https://www.rand.org/content/dam/rand/pubs/research_reports/RRA100/RRA134-23/RAND_RRA134-23.pdf

Early digital reading and reading stamina research

Early frequent reading online can negatively impact reading stamina. Recognizing letters and matching them to their associated sounds is a vital part of learning to read. Being read to and reading practice results in automacity between 5 and 7 years old. when this combination skills is delayed, it makes it harder to read, which impacts reading stamina. Early exposure to digital text can be overstimulating and can lead to more passivity and distraction, which impedes focus. Even when presented as a host of “learning activities,” electronic devices do not benefit toddlers cognitively, she said. “The screens move too fast for them. At that age, children need an adult to sit beside them to mediate the information, to communicate the information.”

Horowitz-Kraus T, Rosch K, Fotang J, Mostofsky SH, Schlaggar BL, Pekar J, Taran N, Farah R. Fluent contextual reading is associated with greater synchronization of the visual and auditory networks, fluent reading and better speed of processing in children with dyslexia. Cortex. 2023 Nov;168:62-75. doi: 10.1016/j.cortex.2023.07.007. Epub 2023 Aug 17. PMID: 37660660. 

Digital Reading and Comprehension Study

 For years, research showed that print reading, whether for leisure or school, improved developing readers’ ability to comprehend text. However, the explosive use of digital reading devices, constant access to these devices, and new types of reading materials have introduced new reading habits. Now, a new comprehensive review of research on digital leisure reading habits finds a virtually nonexistent relationship between digital reading and improvement in reading comprehension among students.

Altamura, L., Vargas, C., & Salmerón, L. (2023). Do new forms of reading pay off? A meta-analysis on the relationship between leisure digital reading habits and text comprehension. Review of Educational Research. Prepublished December 13, 2023. https://doi.org/10.3102/00346543231216463

Reading Choices

 This study explores the relationship between the books students select for independent reading and their motivation to read. Instructional recommendations based on key findings are presented. To gather data, study participants completed the Motivation to Read Profile-Revised. They also shared information about the books they had selected for independent reading on the day they completed the MRP. Analysis of the data revealed significant, positive correlations between students' enjoyment of their chosen books and their motivation to read. Enjoyment was also significantly and positively correlated with students' perceived value of reading, their self-concept as readers, and the amount of time they reported reading during their free time.

Konrad, M. (2023). The Love of the Book: Students' Text Selection and Their Motivation to Read. The Reading Teacher.  https://doi.org/10.1002/trtr.2246

Parent reading study

A large-scale Chilean study looked at the relationship between parents' reading habits and those of their children. Unsurprisingly, the study revealed that, when it comes to adolescents’ leisure reading, the impact of parents' reading motivation and frequency proved far more significant than socioeconomic status. Writes the author, “The findings reported here should encourage stakeholders to promote the love of reading in not only children but also their parents.

Cubillos, M. (2023). A chip off the old block: Do reading-motivated parents raise reading-motivated children?  Reading Research Quarterly.

https://repositorio.udd.cl/server/api/core/bitstreams/e6b7087f-a56f-44e4-b809-80fba9df1e79/content

School librarians' impact on elementary students study

 Restricted data from North Carolina and propensity score matching was used to compare students who attended school with a full-time certified school librarian to similar students who did not attend schools with a full-time certified school librarian. In addition, this relationship for both reading and math over a four-year time span was examined. Findings include that students who attend schools with a full-time certified librarian score significantly higher on math and reading tests than do matched students who attend schools without a full-time school librarian.

Wine, L., et al. (2023). Impact of school librarians on elementary student achievement in reading and mathematics. Library & Information Science Research, 45(2). 

https://doi.org/10.1016/j.lisr.2023.101252

Equity in Reading Reports

 Access to better reading supports for students of color is a growing social justice issue. Two reports address this issue. they recommend high expectations, asset-based approach. culturally-responsive education, and a variety of strategies to improve learning conditions and access. 

Carr, S. (2022, Dec. 19). How dyslexia became a social justice issues for Black parents. Washington Post.

Terry, N. (2021). Delivering on the promise of the science of reading for all children. The Reading Teacher, 75(20), 3-90.

Low-income Latino students' reading scores report

 Some districts with substantial numbers of low-income Latino students vastly outperform others when it comes to reading and writing. The results appear to have more to do with how schools are teaching students to read and less about their family’s income or their English proficiency. That’s according to a new report from a literacy advocacy group made up of organizations of educators, advocates and researchers. The pandemic negatively impacted students. However, 

"The clear message is that it is not the students themselves, or the level of resources, that drive student reading achievement - the primary drivers are district focus on reading, management practices, and curriculum and instruction choices.  The top performing districts come in all types: urban, rural, and suburban, across 9 different counties, with high-need students levels ranging from 39% to 94%.  Any district can succeed at teaching reading."

California Reading Report Card 2022. (2023). California Reading Coalition.

https://www.careads.org/2022-reportcard