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Research foundations draw on empirical studies across neuroscience, psychology, and learning sciences.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-role-of-sel-in-improving-literacy-development-introductory-brief/583957/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-role-of-sel-in-improving-literacy-development-introductory-brief/583957.png","ImageObject",300,407,{"name":42,"@type":43},"\tCallum ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the series described in this introductory brief?","Question",{"text":63,"@type":64},"It documents how social-emotional development and wellbeing are integral to teaching and learning robust literacy practices, including how learning unfolds in school and outside school settings.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the brief relate SEL to literacy development?",{"text":68,"@type":64},"It frames SEL and literacy development as closely connected, showing that social and emotional learning and development are central to literacy and to civic reasoning and discourse.",{"name":70,"@type":61,"acceptedAnswer":71},"What areas of research support the brief’s theoretical grounding?",{"text":72,"@type":64},"It draws on empirical studies across human development, psychology, learning sciences, and the neurosciences, beginning with neuroscience for explanations tied to senses, physiology, and brain processing.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583957,1792069233,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","THE ROLE OF SEL IN IMPROVING LITERACY DEVELOPMENT INTRODUCTORY BRIEF  \nAUTHORS  \nDR. CAROL D. LEE, SCHOOL OF EDUCATION AND SOCIAL POLICY, NORTHWESTERN UNIVERSITY  \nDR. ALESSANDRA E. WARD, WHEATON COLLEGE, MASSACHUSETTS  \nCASEL recognizes the generous support ofW. K. Kellogg Foundation and W. Clement & Jessie V. Stone Foundation in advancing the work that generated this brief. We are grateful for their continued support and collaboration.  \nJULY 2024  \n RATIONALE FOR THE SERIES  \nThis series seeks to document how social-emotional development and well-being are integral to the teaching and learning of robust literacy practices. While much of our attention will be on such learning in the context of schooling, it is also important to consider how engagement in a wide range of literacy practices across childhood and adolescence unfold in settings outside of school. Following this introductory brief, we will offer briefs that illustrate how literacy learning entails social-emotional learning and development, with practical examples. However, we will start with the theoretical grounding, which we believe is important for several reasons.  \nWe have a tendency in PreK-12 education to look for simplistic solutions, to recipes for teachers to follow. Undergirding all teaching is the complexity of human learning and development of children, adolescents, and adults. Without a grounding in this complexity, we are inclined to homogenize groups, to miss opportunities to see the creative genius of children and adolescents, and to underestimate the power of teachers to productively and creatively wrestle with the fascinating challenges that children and adolescents pose because of their humanity. Thus we hope this introduction to the science of human learning and development, as articulated by scholars in the fields of neuroscience, psychology, human development, learning sciences, literacy, and social and emotional learning, will prompt school communities to organize themselves as learning communities. We hope policymakers across levels of our system will be bold in creating policies to help deliver students a high-quality education that supports their cognitive, social, and emotional development and wellbeing to improve literacy development.  \nWe also hope to ground this work in an understanding of the civic goals of public education. This brief will document the relationship between socialemotional development and literacy development, as well as how social and emotional learning (SEL) and literacy development are central to civic reasoning and discourse. Preparation for civic reasoning and discourse are cornerstones of a high-quality public education, and literacy is core to civic reasoning and discourse. Investigations of sources of knowledge and argumentation are distributed through uses of language, an array of textual representations, and through processes of reasoning using these artifacts.  \nTHE ROLE OF SEL IN IMPROVING LITERACY DEVELOPMENT INTRODUCTORY BRIEF  \n2  \n RELATIONSHIPS BETWEEN THINKING, FEELING, AND PERCEPTION AND THEIR INFLUENCE ON LEARNING  \nIn recent years, there has been increased attention to social and emotional learning, much inspired and supported by the groundbreaking work of the Collaborative for Academic, Social, and Emotional Learning (CASEL) . However, much of the uptake of this research in schools has been limited to special programming outside of regular content area instruction. One of the outcomes of this segregation has been the implication that social and emotional learning is somehow separate and apart from cognition and the cognitive work of schooling. In this series on SEL and literacy, we aim to demonstrate how learning is always multidimensional and dynamic. This introductory brief will be followed by reports on SEL and literacy learning and instruction in grades PreK-5 and then in grades 6-12. However, this introduction will focus on the underlying science on how thinking, feeling, and perceptions a","cbCainaBTUN8Y0BV","https://ap.wps.com/l/cbCainaBTUN8Y0BV","pdf",300470,"English","# Rationale for the series\n# Relationships between thinking, feeling, and perception and their influence on learning","[{\"question\":\"What is the purpose of the series described in this introductory brief?\",\"answer\":\"It documents how social-emotional development and wellbeing are integral to teaching and learning robust literacy practices, including how learning unfolds in school and outside school settings.\"},{\"question\":\"How does the brief relate SEL to literacy development?\",\"answer\":\"It frames SEL and literacy development as closely connected, showing that social and emotional learning and development are central to literacy and to civic reasoning and discourse.\"},{\"question\":\"What areas of research support the brief’s theoretical grounding?\",\"answer\":\"It draws on empirical studies across human development, psychology, learning sciences, and the neurosciences, beginning with neuroscience for explanations tied to senses, physiology, and brain processing.\"}]","THE ROLE OF SEL IN IMPROVING LITERACY DEVELOPMENT INTRODUCTORY BRIEF | PDF",1792049185,48]