Covid-Era Babies Are ‘Talking’ Less, Signaling Future Reading Challenges
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Covid-Era Babies Are ‘Talking’ Less, Signaling Future Reading Challenges

May 10, 2022
Forbes

“We know the pandemic has had a serious negative impact on the academic achievement of school-age children. But recent evidence shows we also need to worry about Covid-era babies and toddlers.

Because of Covid-related disruptions, about a third of early elementary students will likely need intensive support to become proficient readers, according to one study. Now two additional studies suggest that many children born during the pandemic will also be at risk for academic failure. It seems that overburdened parents haven’t been able to engage babies and toddlers in the kind of ‘conversation’ that is crucial for language development—and eventually, for reading.”

For more information, stream LENA’s webinar about the findings.

Webinar - Collaborating on Quality: Improving CLASS Scores and Child Outcomes

November 4th, 1:00 p.m. ET

Join our esteemed panel as we discuss the key attributes of quality interactions, learn how CLASS measures interactions in the classroom, and explore how empowering educators to increase interactions translates to better CLASS scores plus better child outcomes. Read the full description …

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