SERP Institute

09/04/2026

Does the way students talk to one another matter for reading comprehension?

New research using data from Word Generation classrooms suggests it does.

Researchers found that students who built on or referenced their classmates’ ideas during discussion showed stronger reading comprehension outcomes, while minimal responses were negatively associated with comprehension.

It’s a useful reminder that productive classroom talk isn't just about getting students to participate. It’s about helping students listen to, respond to, and build on one another’s thinking.

📖 Read the new study:

Dialogic talk supports multiple student outcomes, including reading comprehension and persuasive writing. However, few studies examine how specific student talk moves contribute to these outcomes. ...

08/31/2026

What happens when there’s less time for reading aloud? 📚

A new Education Week article, “Hey Di**le Di**le: What the Decline of Nursery Rhymes Means for Early Literacy,” explores what young children may be missing as nursery rhymes and read-alouds become less common in homes and classrooms.

The article draws on research from SERP’s K–2 work, including more than 80 hours of observations across 42 K–2 classrooms. Our researchers found that instructional time was divided among phonics, whole-class comprehension, and small-group instruction, raising important questions about how we make space for rich language and literacy experiences in the early grades.

Read the full article from Education Week: https://www.edweek.org/teaching-learning/hey-diddle-diddle-what-the-decline-of-nursery-rhymes-means-for-early-literacy/2026/08

How do you make time for read-alouds, rich language, and joyful reading in your K–2 classroom? We’d love to hear from educators in the comments.

Nursery rhymes aren't just a quaint nod to the past: They're an engaging way to grow literacy skills.

08/20/2026

When a curriculum title doesn’t match the learning, sometimes a small change makes a big difference.

STARI Unit 3.2, previously titled “Immigration Debate,” is now “Between Two Worlds.”

Margaret Troyer, Ed.D., explains why: "The texts focus on immigrant experience, not immigration debate. Those are different things, especially in today's political climate."

It's a simple thing, but it matters. When a unit's title doesn't match what students actually read and learn, families get confused. Educators spend time explaining the mismatch.

The novel didn't change ("Ask Me No Questions" by Marina Budhos). The short story didn't change ("The All-American Slurp" by Lensey Namioka). The nonfiction stayed the same. But the title now reflects what's actually in the unit: lived experience, not political argument.

Have you seen a moment when a curriculum's name didn't fit what was really happening in your classroom?

See what’s new in STARI and explore Unit 3.2: https://www.serpinstitute.org/news/you-asked-we-listened-new-stari-curriculum-updates-for-2026-27

08/19/2026

Knowing what works is only the beginning.

A new article by Dr. Nicole Patton-Terry and Dr. Elizabeth Tipton asks an important question: Is it time to think beyond the science of reading toward the “engineering” of reading?

The authors argue that understanding effective instruction is necessary, but not sufficient. We also need to design, test, and refine solutions that work within the real-world conditions of classrooms.

That idea is closely aligned with SERP’s approach: bringing researchers, educators, and designers together to solve problems of practice and build tools that work in real schools. STARI is one example of this long-term process.

We’re resharing the The Reading League FL thoughtful overview of the article. What do you think?

08/06/2026

As artificial intelligence becomes a bigger part of education, students are asking an important question: What rights should learners have when AI is used in schools?

This article from The 74 highlights a student-led effort to develop an AI Bill of Rights for Schools, exploring topics like transparency, privacy, fairness, and the role students should play in shaping AI policies that affect their learning.

It's a timely reminder that conversations about AI in education should include the voices of the students who experience these technologies every day.

What do you think? What principles should guide the use of AI in schools?

Read more:

Steeped in the technology for nearly four years, teens vote on a detailed proposal that urges schools to embrace AI literacy, fairness and in-person interactions.

07/28/2026

📚 Where should states focus their literacy dollars? New research says: 1st grade.

A new The Brookings Institution piece from researchers at Johns Hopkins' Center for Research and Reform in Education makes the case for building a "literacy safety net" around 1st grade, the point where high-dosage tutoring shows some of its strongest and most lasting effects on reading outcomes. The authors lay out five components states need: early-warning data systems, vetted tutoring models, implementation support, ongoing evaluation, and K-3 accountability.

Read more 👇

🔗 https://www.brookings.edu/articles/advancing-early-literacy-with-a-1st-grade-safety-net/

Jen Krajewski and co-authors lay out the evidence-based case for anchoring high-dosage tutoring systems in 1st grade.

07/22/2026

Should there be age limits for social media?

France’s recent move to ban social media access for children under 15 has renewed global conversations about young people, technology, and online safety.

In our new WordGen Weekly unit, “What should the minimum age be to use social media?” students explore this timely issue by examining evidence, considering multiple perspectives, and engaging in meaningful academic discussions.

Real-world topics. Stronger vocabulary. Better conversations.

Download WordGen Weekly Unit 3.05: https://access.serpinstitute.org/programs/wordgen-weekly/?series=series-3-wordgen

07/20/2026

💬 Every conversation counts.

A new article from The 74 highlights how Nebraska Head Start classrooms are using "talk pedometers" to better understand and increase meaningful conversations between teachers and young children. The goal isn't simply more words, it's richer back-and-forth interactions that support language development and early literacy.

At SERP, we know that productive classroom talk is a powerful tool for learning at every grade level. Whether in early childhood or adolescence, meaningful conversations help students build language, strengthen comprehension, and make sense of new ideas.

It's encouraging to see continued attention on the role of talk in literacy development.

Read the article:

The Lena Grow program, which collects data on preschooler talk and trains teachers to increase conversations, has been linked to higher reading scores.

07/16/2026

What are you reading?

Reading whole books helps us explore new ideas, perspectives, and stories. In her latest blog, Margaret Troyer shares why making time for whole-book reading matters.

Now we’d love to hear from our community: What’s on your summer reading list? Share your current read below and discover what fellow educators are enjoying this season.

Read the blog: https://www.serpinstitute.org/news/read-books-whole-books

07/13/2026

What keeps middle school readers engaged in intervention?

A new publication from our research partners at MDRC explores how STARI's curriculum was intentionally designed to build engagement alongside reading skills. The brief highlights features such as relevant texts, collaborative discussion, and opportunities for students to see themselves as capable readers, all critical components of effective adolescent literacy intervention.

If you're interested in the research and design behind STARI, this is a great read.

📖 Read the publication:

STARI is a yearlong intervention to improve the reading skills of struggling middle school students. In interviews conducted as part of an ongoing study, teachers said that STARI’s curriculum, timely professional learning, relatable texts, and confidence-building routines helped them focus on inst...