National Association for the Education of Young Children (NAEYC)’s Post

In an average South African Grade 4 class of 35 learners, 28 of those children can’t read for meaning in any language, which is a scary thought. At an age when children shift from “learning to read” to “reading to learn”, they need to be able to extract and analyse information from what they read to build their knowledge and understand what they are taught. How will our children learn if they are unable to read? We wrote about this in our latest blog. Check it out to see why we are passionate about helping tweens read... https://lnkd.in/djRGyVec

FYI: Using Multilingual Approach to Diversity in Education (MADE) in educational research and practice: The primary purpose of this volume is to offer a collection of empirically- and practice-based papers that draw on the Multilingual Approach to Diversity in Education (Krulatz & Christison, 2023) in varied educational settings around the world that serve ML populations, including mainstream classrooms, language classrooms, CBI, CLIL, immersion, adult education, teacher education, and teacher professional development. The editors are seeking papers on relevant topics, which may include but are no

UPDATE! Utah's Early Learning Standards for Language Arts were recently updated. Check out the most recent standards on USBE's preschool page. Together we provide a foundation for powerful, life-long learning. https://lnkd.in/gVWRdiTQ

🤔When we choose what to implement in the classroom, we want to ensure that precious time and resources are being invested in something worthwhile and impactful. 🕰️A follow up study that assessed children in Year 2 who had received NELI in Reception found that the positive impact of the programme was still present and supporting these children's oral language and literacy skills - two whole years later! 📚Worried about your incoming cohorts? By delivering NELI, you are setting up children to become more effective communicators and better readers for a long time. This isn't surprising given we know that reading is 'parasitic' on language skills 😉 🗣️ A focus on language in the Early Years means children build a strong foundation to help them access the rest of their learning journey. Find out more about NELI👉 https://ow.ly/ZyHV50R8vqa

Tomorrow, join IRC specialist Olivia Mulcahy for an exploration into Universal Design for Learning for multilingual learners, and how to effectively utilize this concept in your own teaching practice: https://lnkd.in/gBZbMiqM

Tomorrow, join IRC specialist Olivia Mulcahy for an exploration into Universal Design for Learning for multilingual learners, and how to effectively utilize this concept in your own teaching practice: https://lnkd.in/gBZbMiqM

This quick guide by NCECDTL, supports early childhood educators in selecting, evaluating, and using books in the home languages of young multilingual learners. https://lnkd.in/eXbirR6R

For educators serving young multilingual learners, reading books in a child’s home language can advance key language and literacy skills. This quick guide by NCECDTL, supports early childhood educators in selecting, evaluating, and using books in the home languages of young multilingual learners. https://lnkd.in/eXbirR6R

📽 A couple of weeks ago we hosted an incredible panel to discuss how to ensure students identified as English learners are not left behind in the Science of Reading paradigm shift. 📝 Here is a summary of the 3 key takeaways from our panelists: https://lnkd.in/eezcatc7

Explore how the NYC Department of Education's adoption of new World Languages standards for grades 7-12 is reshaping assessment. Discover NYC’s approach to digitizing components of the World Language exams in our recent case study featured on https://hubs.ly/Q02s84WS0 Education Week #Assessment #EdTech #LanguageAssessment https://hubs.ly/Q02s7YC70