Virginia Literacy Act outlaws popular reading technique

A new state law that takes effect this fall requires teachers to use evidence-based reading curriculum and bans the use of “three-cueing,” a popular teaching technique that encourages children to guess words based on pictures and context.
The Virginia Literacy Act, which unanimously passed both chambers of Virginia’s legislature in 2022, requires reading intervention services for students in kindergarten through eighth grade who are struggling to read.
The ban on “three-cueing” was added as an amendment to the law in this year’s legislative session. In teaching this method, a teacher would guide a child who cannot read a word to look at pictures on the page and guess the word “elephant” in the text based on a picture of an elephant on the page. No research supports this instruction method.
A 2019 survey from EdWeek Research Center found that 75% of K-2 and elementary special education teachers use “three-cueing” to teach students how to read, and 65% of college education professors teach it as an instruction technique.

Coons
“Prior to really digging into the science of reading, a lot of cueing happened …” said Lisa Coons, Virginia’s state superintendent of public instruction. “It was more of a guessing game, and we were working to use pictures and cues and other words around it to try and figure out what the word said.
“Reading is not a natural process. Listening, speaking, all of those kinds of things are natural, intuitive human abilities that we learn and we can mimic,” she added. “Reading actually is not natural so it’s going to take instruction, and it’s going to take instruction in both hearing and sounds. When I learn to process sounds to letters, letters to words, I also have to understand what I’m reading. That’s a complex process.”
For the past two decades, the so-called “balanced literacy” approach has been the most predominant method of reading instruction in American schools. The method came about in the 1990s as a compromise between the “whole language” approach — based on the philosophy that kids will learn to read naturally if they are exposed to books — and approaches based on phonics, the relationship between the sounds of language and the letters that represent those sounds.
Youngkin executive order seeks ‘phone-free education’ in Virginia public schools
The informal truce between the two methods came to be known as the “balanced literacy” approach, and often resulted in students being taught how to guess words, instead of how to sound them out.
Virginia school divisions that have not already moved away from a balanced literacy approach this fall must implement a division-wide literacy plan based on the “science of reading,” which broadly refers to cognitive research that shows how a child’s brain learns to read.
The science of reading is also used as shorthand for instruction focused on phonics, the relationship between sounds and letters. Phonics is not a silver bullet, but researchers generally agree that most students benefit from it, especially in the early years. Research shows that phonics instruction will likely lead to increased reading performance and may be especially helpful for poor students and dyslexic students.
Mississippi was the first U.S. state to enact a “science of reading” law in 2013, and the high-poverty state saw its rankings on national test scores soar.
As of this April, 38 states and the District of Columbia have passed laws or implemented new policies related to evidence-based reading instruction since 2013, according to an Education Week analysis.
COVID learning loss
Between 2019 and 2022, fourth graders in Virginia saw the largest decrease in reading scores compared to the rest of the U.S., according to results of the National Assessment of Educational Progress. Post-pandemic learning loss hit Virginia’s Black and Latino students the hardest. Latino students lost almost a full year of learning in reading, a mark topped only by Ohio, according to a Harvard and Stanford analysis.
“During the pandemic, what we saw were gaps in instruction,” Coons said. “Where a child, prior to the pandemic, would be learning sounds and letters, and then letters to words, and then words to sentences, they may have missed partial sound blends to word blends. They might have missed ending sounds, and so they’re missing different parts of reading, like Swiss cheese.”
Richmond Public Schools began implementing many tenets of the Virginia Literacy Act about five years ago, including professional training for educators, reading interventions, and a division-wide curriculum.
Cassandra Bell, RPS director of curriculum and instruction, said it was a substantial change for the district. Prior to the shift to the science of reading curriculum, the division had used a “balanced literacy” approach, she said.
Richmond schools’ journey
“Although the science of reading research has been around for over 50 years, we were just shifting to that approach,” Bell said. “We were kind of on the front lines and moving forward before the rest of the state caught on. That’s exciting for us, but it definitely has been a journey.”
Researchers generally agree that effective reading instruction requires five key concepts: phonemic awareness, the understanding that words are made up of sounds; phonics, connecting the sound to the letter; fluency, reading words quickly without hesitation; vocabulary, knowing the definitions of words; and comprehension, understanding the text.

Shavaya Washington answers questions during a small reading group at Chimborazo Elementary School on May 13 in Richmond. Cordell Watkins, the school’s principal, said their literacy curriculum levels the playing field.
RPS has seen significant progress in elementary reading scores over the past few years, which school leaders believe will eventually translate to similar progress in the upper grade levels.
The district this year surpassed its pre-pandemic reading levels on the PALS state assessment. In 2021, 41.4% of K-2 students passed the assessment. Last spring, the pass rate increased to 58.6%. This spring, 65.4% of K-2 students passed, slightly ahead of the 2019 pre-pandemic pass rate of 64.8%.
The two groups that saw the largest increases in pass rates were Black students and economically disadvantaged students.
Chimborazo Elementary
Cordell Watkins, the principal at Chimborazo Elementary School in Richmond, said the division’s literacy curriculum has leveled the playing field.

Isaiah Washington, Jalicia Murray and Shavaya Washington participate in small reading groups at Chimborazo Elementary School on May 13 in Richmond.
“We are level setting. That really adds a lot of challenge for some students, but we find ways for them to reach for it,” Watkins said. “If we don’t set the bar high, they’re not going to achieve high.”
RPS will not have to make any substantial changes to meet the requirements of the Virginia Literacy Act, only small tweaks, Watkins said.
Megan Crowe, the head literacy coach at Chimborazo, said kindergarten students are learning to read within the first month of school. As soon as they have four or five letter sounds down, which happens in the first few weeks, they are taught letter formation and work on blending sounds.

Jalicia Murray participates in small reading group at Chimborazo Elementary School on May 13 in Richmond. The school’s principal said they will not have to make substantial changes to meet the requirements of the Virginia Literacy Act.
“That I think is one of the crucial pieces that we’ve seen in kindergarten making the difference for our kids,” Crowe said.
“Not only do our kids know letters and sounds, but they’ve been reading — truly reading decodable texts — since the first month of school which is giving them much more practice in becoming a reader than just isolating it to letter names and sounds.”
RPS Superintendent Jason Kamras said the Virginia Literacy Act is important for kids across Virginia and most important for low-income kids, because it levels the playing field.
“I criticize the state a lot but on this one I gotta give them kudos because the VLA is a really big deal,” Kamras said.
Kamras said RPS’ goal is to have “100% proficient and joyful readers by the end of third grade.”

Kamras
Research shows that children who read on grade level by the end of third grade are more likely to graduate high school and have higher lifelong incomes than those who don’t.
“I really do believe we can do that here in Richmond,” Kamras said. “I think we’re small enough to wrap our hands around it and I think we are now being really strategic about how we’re training principals, coaches, teachers.”
“I don’t think there’s anything that we could do that is more important to our kids living truly free lives, and so we’re going to do it.”
9 indicators of positive mental health in children
9 indicators of positive mental health in children

The top concern facing parents today isn’t their child’s safety. It isn’t the worry that they’ll become addicted to drugs or alcohol, and it isn’t teenage pregnancy. The biggest worry of American parents today is that their children will experience anxiety or depression, according to a Pew Research Center survey conducted in late 2022.
The concern about mental well-being in children is extremely or very worrisome for 2 in 5 parents with kids younger than 18 and comes against a backdrop of a mounting mental health crisis for children.
One in 6 children aged 2-8 are diagnosed with a treatable mental health disorder, according to the Centers for Disease Control and Prevention. Seven in 10 diagnosed children and adolescents received treatment in 2019. The most commonly diagnosed mental health disorders—or developmental disorders addressed by mental health professionals—in kids are behavior disorders, ADHD, anxiety, and depression.
Parents and other adults concerned about a child’s mental health should observe changes and note signs and symptoms to share with a health care provider, the Mayo Clinic advises. Northwell Health partnered with Stacker to identify some signs of positive mental health in children by analyzing research and findings from the CDC, various studies, and leading health clinics.
Health care professionals are trained to make actual diagnoses, but parents can watch for and flag certain behaviors. Parents can also note signs of good mental health in children. The ability to show affection, express positivity, and show resilience during hardship are some of the most commonly observed signs of positive mental health development in children, according to the CDC. Health officials even track these characterizations based on surveys of parents around the nation each year.
But there are other signs to watch for in kids as they develop and navigate an often imperfect world. Recognizing these behaviors can help equip parents to foster safe, predictable home environments and mentally healthy lifestyles for children as they grow.
Keep reading to discover some common indicators of positive mental health in children.
Editor’s note: If you or someone you know are experiencing a mental health crisis or thoughts of suicide, call the Suicide and Crisis Lifeline at 9-8-8 for professional help.
Resilience in the face of adversity

Resilience in children is a significant indicator of healthy, positive mental health development.
Most children without “ongoing emotional, behavioral or developmental problems for which treatment or counseling is needed” are usually able to stay calm in challenging situations, according to the Health Resources and Services Administration, Maternal and Child Health Bureau. The organization’s 2022 National Survey of Children’s Health reported that 1 in 3 children are diagnosed with particular mental health care needs. Children who haven’t developed resiliency against adversity might have frequent temper tantrums, cry often, or show a loss of control.
Regular play with parents or friends

Play and interaction are fundamental to developing kids’ brains and, by extension, their mental well-being. Research shows play can protect children from more significant effects of stress and can also serve as an outlet for parents experiencing stress. However, research performed by child psychologists suggests parents don’t always need to be a part of healthy playtime.
A Florida Atlantic University study published in the Journal of Pediatrics in 2023 underscored the importance of giving children independent playtime away from the supervision or constraints of parents. The same study found that increased concern among guardians for children’s physical safety has the adverse effect of preventing children from engaging in activities that involve some risk—such as climbing trees—that help prevent phobias and future anxiety over dealing with emergencies while also increasing a child’s self-confidence.
Age-appropriate sleep cycles

Abnormal sleep patterns are a cause of concern for people of all ages, including children.
Children ages 6-12 should get between nine and 12 hours of sleep a night, according to the American Academy of Sleep Medicine, while teenagers should sleep anywhere from eight to 10 hours. Too little sleep may signal struggles with repetitive or intrusive thinking patterns indicative of anxiety, although it’s important to note that sleep is also difficult for children for reasons unrelated to mental health.
A CDC analysis of a nationally representative survey of high school-aged kids found that 7 in 10 did not feel they got adequate sleep on school nights.
Demonstrated ability to complete tasks

Children in a state of positive mental health generally have an easier time completing tasks, according to the National Survey of Children’s Health. The overwhelming majority of children without treatable mental illness can usually or always accomplish tasks from beginning to end, compared to fewer than half of those living with mental health issues.
Kids who can’t keep up with to-dos may fall behind in school assignments, experience difficulty completing household responsibilities, or struggle to finish reading books.
Healthy eating behaviors

Diet plays a major role in overall health—and keeping up with meals may also be a reliable indicator of mental well-being.
Children who regularly skip meals may be experiencing a range of mental health disorders, from anxiety to anorexia. Further, the consistent skipping of meals can contribute to low sugar levels, dehydration, and other aspects of malnourishment, which can lead to heightened levels of anxiety in children and adults, according to the Mayo Clinic.
Ability to self-regulate

Children in a state of positive mental health have learned (or are actively learning) to manage their behaviors, emotions, and thoughts—in other words, they can self-regulate. This skill is picked up by most children aged 3-7. These individuals are also susceptible to a trusted support person’s redirection from unhealthy thoughts, such as reframing the problem or emphasizing positive and neutral aspects of an experience.
It’s typical for children to experience unhealthy thoughts as they develop an awareness of and control over their own emotions. Adults can help children self-regulate by working with them to acknowledge and recognize emotions, including ones that are irrational or cause distress.
Connection to a support system

Mentally healthy children have healthy support systems: networks of people who provide emotional and practical support. This support comes in the form of some combination of guardians, teachers, friends, neighbors, extended family, babysitters, or other caregivers. Parents or guardians form the backbone of support systems by setting healthy examples and intervening with words of encouragement when kids fall out of healthy habits.
Without healthy support systems in place, children are at risk of developing unhealthy habits, a lack of connection to and trust in other people, or a sense of being unmoored.
Story editing by Nicole Caldwell. Copy editing by Paris Close.
This story originally appeared on Northwell Health and was produced and distributed in partnership with Stacker Studio.
9 indicators of positive mental health in children

Displays of affection

Showing affection to peers, siblings, and parents is something most children ages 3-5 can do always or most of the time, according to parents surveyed by the CDC.
Not all children will naturally be as affectionate as a parent might expect. Therapists say one way to foster affection in young children is to set an example by regularly reminding them that you love them.
A demonstrated curiosity about the world

Interest and curiosity are vehicles for exploration and learning in children, driving young people toward experiences that help them develop more profound emotional capacity and understanding of other humans and the world around them.
A care plan—which might include treatment, counseling, or both—may be recommended by professionals for children who regularly show little interest in learning new things compared to those without treatable mental health disorders.
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