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The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Raising Readers: How New Research Can Help At Home Belal Jonaid, Research Communications Specialist As fewer children read for pleasure, parents are playing an increasingly important role in literacy development. This piece draws on the Science of Reading to offer practical, research-informed strategies families can use at home to support early reading skills and long-term engagement. Return to Blog Like many parents, you have likely wondered how to get your child to develop a habit of reading. In an increasingly digital world dominated by algorithms and bite-sized content, such concerns can feel pressing. Indeed according to one 2022 study, the percentage of American 9-year olds who read daily in their free time dropped a whopping 14% in just ten years (Heubeck, 2025). Parents can play an important role here. As new research on the frontiers of education and cognitive science teaches us more about how we learn to read, it becomes clear that reading does not simply start and end at school. In fact building language and meaning can occur in a wide range of environments, including at home. How can parents support literacy at home in everyday yet meaningful ways? How We Learn The Science of Reading is a broad approach to teaching literacy, informed by a large and evolving body of research. The method is based on systematically imparting five core skills: phonemic awareness, phonics, fluency, vocabulary, and comprehension. This means that in place of context clues and visual cues, a methodical code-based approach is used to help students more efficiently grasp the fundamentals of reading (National Center on Improving Literacy, 2022). Since the Science of Reading is not a specific product or program students can enroll in but rather a set of insights based on ongoing research, parents can utilize these techniques in a number of everyday settings. In practice this can look like consistent work in key areas at home. Practical Tips for Parents Use Available Resources : There is a broad range of available material on engagement at home, and finding the best content can be a challenge. Building Resources for Inclusive Development and Growth in Education (BRIDGE) is an initiative from Rutgers University and the New Jersey Department of Education that collects some of the most high-quality resources for parents in one place. Read Together Daily : Besides simply encouraging the habit, reading together also models fluency and can organically teach key concepts. It allows children to recognize letters and understand “print concept,” the idea that printed words symbolically carry meaning as well as the rules of text (Duursma et al., 2008). Prioritize Phonics and Word Work : Focusing on sounding out words while reading together can teach letter sounds, decoding, and blending in small, playful ways. These abilities foster knowledge of phonics and phonemic awareness, which form the foundation for reading (Reading Rockets, n.d., Science of Reading). Build Vocabulary and Language : Integrating new and more challenging words into everyday conversations with your child can help immensely. Explaining the definition of newer terms and using them in context can allow you to build vocabulary and encourage word consciousness, the crucial skill that allows young readers to appreciate new words and their definitions. Encourage Comprehension Skills : When reading with your child, it is important to ask “why” and “how” questions. These discussions cement meaning for kids and allow them to infer, connect ideas, and think more critically about the texts they encounter. Another useful way to build comprehension is to connect stories to life experiences (National Center on Improving Literacy, 2022). Beyond the First Page When encouraging your child to read, it is always important to remember that sustained everyday involvement matters more than perfection. Reading fluently can be a long journey, and enthusiasm and consistency are key. Celebrating small successes and sharing stories can be just as vital as decoding and comprehension. Needless to say, educating the next generation of readers remains a priority in education today, and parents have a crucial role to play by fostering important skills at home. _____ References Duursma, E., Augustyn, M., & Zuckerman, B. (2008). Reading aloud to children: the evidence. Archives of disease in childhood, 93(7), 554-557. Heubeck, E. (2025, June 12). Fewer parents are reading aloud to their kids. Why that matters. Education Week. https://www.edweek.org/teaching-learning/fewer-parents-are-reading-aloud-to-their-kids-why-that-matters/2025/06 National Center on Improving Literacy. (2022). The science of reading: An overview. https://www.improvingliteracy.org/resource/the-science-of-reading-an-overview Reading Rockets. (n.d.). Science of reading. ReadingRockets.org. https://www.readingrockets.org/classroom/evidence-based-instruction/science-reading Rutgers Center for Effective School Practices. (n.d.). BRIDGE portal. Rutgers University. https://cesp.rutgers.edu/bridge-portal Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

Back to Research RPPforCS Spotlight: Rutgers Computer Science Teaching and Learning Collaboratory Perspectives from Cynthia L. Blitz, Vivian Allen, Ria Galanos, Terri Evans, Nicole Norfles, & Frances P. Trees The Rutgers Computer Science Teaching and Learning Collaboratory (CS-TLC) spotlight presents a research practice partnership designed to address underrepresentation and disparities in computer science education. The NSF-funded project, launched in 2018, partnered with school districts in New Jersey and Pennsylvania with the core belief that supporting teacher capacity through professional learning and collaborative partnerships would enable educators to better meet the needs of their diverse student bodies. The project emphasized involving both teachers and administrators to ensure sustainable change beyond individual classrooms, and during 2020, it pivoted to focus more on engaging all students in remote computer science education in response to the pandemic. The project implemented a comprehensive support system including monthly research practice partnership meetings, online discussion boards, asynchronous professional development modules based on CSTA standards, and annual summer institutes. Through extensive data collection including teacher and administrator surveys, key informant interviews, and regular feedback sessions, the project sought to identify best practices for increasing CS educator capacity, facilitating productive relationships among educators across districts, and understanding sustainable mechanisms for knowledge sharing. The spotlight concludes with three key strategies for CS education: bringing administrators to the table as valuable partners, providing professional development at teachers' own pace, and remaining curriculum-agnostic to complement existing CS resources rather than creating restrictive learning experiences. September 2021 RPPforCS Spotlight | SageFox Consulting Group A spotlight on the CS-TLC, an NSF-funded researcher-practitioner partnership (RPP) formed to address persistent disparities in student participation and performance in computer science education. Citation Blitz, C. L., Allen, V., Galanos, R., Evans, T., Norfles, N., & Trees, F. P. (2021, September 17). RPPforCS Spotlight: Rutgers Computer Science Teaching and Learning Collaboratory (CS-TLC). RPPforCS, SageFox Consulting Group . https://www.sagefoxgroup.com/rppforcs-resources View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Developed as part of the Extending the CS Pipeline: Enhancing Rigor and Relevance in Middle School CS Project. Finding the right introductory computer science curriculum for middle school students is crucial for educators. The Rutgers Middle School Introductory CS Curriculum Crosswalk has been developed to simplify this process by providing detailed information on eight different curricula. This tool helps teachers by presenting key facts about each option, including its approach to teaching computer science, whether through games, storytelling, or other engaging methods. The crosswalk offers a clear course description from each curriculum provider, access to their website, details about the curriculum's structure, the programming languages used, and how the lessons are organized. It also covers practical details like the cost for classroom use, how the curriculum was funded, how often it's updated, and what kind of training is available for teachers. This straightforward approach allows educators to quickly compare different curricula, understand what each one offers, and decide which is best suited to their students' needs and their teaching goals. Start Exploring Suggested Citation: Center for Effective School Practices (2024). Middle School Introductory Computer Science Curriculum Crosswalk . Rutgers University. https://www.rutgerseir.com/post/ curriculum-crosswalk Suggested Citation: Center for Effective School Practices. (2024). Middle School Introductory Computer Science Curriculum Crosswalk [Online tool]. Rutgers University. https://cesp.rutgers.edu/eir-resource-library/ms-cs-curriculum-crosswalk/ Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources Middle School Introductory Computer Science Curriculum Crosswalk

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Back to Research Rates of Sexual Victimization in Prison for Inmates With and Without Mental Disorders Nancy Wolff, Cynthia L. Blitz & Jing Shi This comprehensive study represents the first examination of sexual victimization within an entire state prison system, utilizing a full-population sampling design across 13 facilities housing approximately 20,000 inmates. The research employed both general and specific behavioral questions administered through audio-computer-assisted technology to ensure reliable reporting on sensitive topics. The study focused specifically on mental disorders as a risk factor for sexual victimization, surveying 7,528 inmates including 6,964 men and 564 women across 12 male facilities and one female facility in a mid-Atlantic state. The findings reveal alarming disparities in sexual victimization rates based on mental health status. Approximately one in 12 male inmates with a mental disorder reported at least one incident of sexual victimization by another inmate over a six-month period, compared with one in 33 male inmates without a mental disorder. Among female inmates, sexual victimization was three times higher among those with mental disorders (23.4%) compared to male inmates with mental disorders (8.3%). The study distinguished between two types of sexual victimization: nonconsensual sexual acts (including forced oral and anal sex) and abusive sexual contacts (including unwanted touching of intimate body parts), with the latter being more commonly reported across all groups. The research also revealed significant racial and ethnic disparities in victimization rates. African-American and Hispanic inmates with mental disorders, regardless of gender, reported higher rates of sexual victimization than their non-Hispanic white counterparts. The study found that sexual victimization by staff members was more commonly reported than victimization by other inmates, particularly among male inmates, suggesting different intervention strategies may be needed based on gender and perpetrator type. These findings underscore the urgent need for enhanced protection measures, trauma screening protocols, and specialized treatment programs for inmates with mental disorders, who face disproportionate risks of sexual victimization in correctional settings. August 2007 Psychiatric Services | Volume 58, Issue 8 DOI: 10.1176/ps.2007.58.8.1087 This study examines sexual victimization rates among prison inmates, finding significantly higher risks for those with mental disorders, particularly among women and minority inmates. Citation Wolff, N., Blitz, C. L., & Shi, J. (2007). Rates of Sexual Victimization in Prison for Inmates With and Without Mental Disorders. Psychiatric Services , 58 (8), 1087–1094. https://doi.org/10.1176/ps.2007.58.8.1087 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says Cynthia L. Blitz Cynthia L. Blitz of the Rutgers Center for Effective School Practices conducted a literature review, titled “Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says,” for presentation in 2013 by the Regional Educational Laboratory Mid-Atlantic through the Institute of Education Sciences, U.S. Department of Education. Key findings as presented in the review publication: Studies find that online communities of educators can achieve the goals of professional learning communities (PLCs), but the research is methodologically limited – and too fragmented to offer clear prescriptions.The literature reflects current thinking and practice mainly for traditional PLCs, with discussions of online PLCs generally focused on how to move traditional PLC activities online. The aim is to expand opportunities for teachers to reflect and collaborate without the usual limitations of time, space, and pace. September 2013 Regional Educational Laboratory Mid-Atlantic National Center for Education Evaluation and Regional Assistance Institute of Education Sciences, U.S. Department of Education Report REL 2013–003 Insights from a literature review on online professional learning communities and their advantages, challenges, and emerging best practices are discussed in this report. Citation Blitz, C. L. (2013). Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says (Descriptive Study No. REL 2013–003). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. https://ies.ed.gov/use-work/resource-library/report/descriptive-study/can-online-learning-communities-achieve-goals-traditional-professional-learning-communities-what View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to News Rutgers CESP Showcases Innovative CS Education Tools at CSTA 2025 Conference Team presents Scratch Arcade project and curriculum selection strategies Rutgers CESP and a participant from the Rutgers EIR project shared two key resources at the premier CS education conference: an engaging Scratch programming project that has students create arcade-style games, and a tool that helps educators evaluate and select middle school computer science curricula. By Anna Lasek, Communications Assistant at Rutgers CESP Last week, CESP's David Amiel and two teachers from Roselle Park participating in the Extending the CS Pipeline project attended the 2025 Computer Science Teachers Association (CSTA) Annual Conference. This premier gathering brings together educators, researchers, and advocates to share innovative ideas for advancing computer science education. Rutgers CESP has been actively contributing to CS education for many years through projects like the NSF-funded CS-TLC RPP initiative and the ongoing USDOE EIR project. At this year's CSTA conference, CESP presented two sessions that highlighted their latest work: a poster presentation on the Scratch Arcade project and a session on curriculum selection strategies featuring the CS Curriculum Crosswalk tool. Cristen Sedelmaier, Kristen Hickman, and David Amiel take a selfie at the CSTA 2025 Annual Conference! 🎮 The Scratch Arcade: Engaging Middle School Students Through Game Design The Scratch Arcade—a collaborative project developed in partnership with teacher Kristen Hickman (and 2023 County Teacher of the Year) from the Roselle Park School District, is designed to introduce students to Scratch Programming through an interactive, multi-stage design project. In a few weeks, students develop essential programming skills, implement them in Scratch, develop their own arcade-style game, give and use constructive peer feedback, and host a class arcade day! Structured over 12 class sessions, the project emphasizes: Core CS concepts like loops, conditionals, variables, and debugging Engagement through peer feedback, collaborative programming, and a culminating game fair Cross-curricular connections to art, math, and ELA Flexible scaffolds to support different learning types CESP's poster to share The Scratch Arcade, entitled "The Scratch Arcade: Deeper Learning & Authentic Engagement through Sustained Design & Collaboration" Through this project, students learn not only the process of coding, but also explore "real-life" programming (sustained attention on the same project, peer feedback, etc.). The project opens the doors to many great class discussions, such as the impacts of gaming on society and our well-being, ethics and ownership of technology, and game design! The Scratch Arcade can be adapted broadly across grade levels and include many ways to scaffold and differentiate materials and requirements for a variety of learners. 👉 Explore the free Scratch Arcade lesson materials here: go.rutgers.edu/scratcharcade Curriculum Considerations: Making Informed, Equitable Decisions In CESP's presentation at CSTA, David Amiel aimed to help educators explore computer science curricular resources and methods. Our presentation offered a three-phase process for the use of curricular resources: locating, evaluating, and adapting. Although this process is obvious, breaking down this commonplace task systematically gives us a framework to discuss and optimize each of the pieces (hey, we're using our computational thinking!). This encourages educators to make equitable and purposeful decisions about the topics they teach, and the ways they approach it. This presentation focused on the evaluating phase and invited educators to consider resources' content, context, and logistics. View from the hotel and convention center at CSTA 2025 in Cleveland The presentation also discussed the Middle School CS Curriculum Crosswalk, a free online tool that compares eight popular middle school CS programs across content, context, and various dimensions of execution. Whether you’re looking to replace an entire course, add a project, or supplement a lesson, this resource helps you choose the right fit for your students and setting. In addition to compiling logistic information about curricula in one place, the Crosswalk also includes contextual and informed guidance, such as spotlights, expert takes, and implementation considerations. When considering a lesson: Start with a specific instructional need. Approach topics and lessons with purpose so that students walk away with concrete knowledge and understanding of various topics. Use relevance and feasibility factors (e.g., standards, materials needed, lesson duration) to guide your review Adapt—don’t adopt—resources; make them your own and do your best to reach multiple learning types. 👉 Access the CS Crosswalk here: go.rutgers.edu/CSCrosswalk Many ribbons to choose from at CSTA! Which are you grabbing? From tools that empower curricular choices to projects that center student creativity, connecting with other educators, learning from their expertise, and sharing our own at CSTA 2025 reaffirmed CESP’s commitment to engaging computer science education. We’re grateful for the conversations, connections, and shared vision of what CS education can be, and a special shout-out to our co-presenter Kristen Hickman from Roselle Park! Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Shreya Adupa Research Assistant e : p : cesp@gse.rutgers.edu (732) 564-9100 x10 Education : B.S., Computer Science/Finance; Rutgers University [anticipated] Shreya Adupa is a Research Assistant at Rutgers CESP, where she contributes to projects aimed at enhancing educational methodologies and outcomes. She is pursuing a double major in Finance and Computer Science at Rutgers University, integrating analytical and technical skills to address complex challenges. In addition to her research role, Shreya has been recognized for her teaching contributions. She received the Excellent TA Award from the Rutgers Computer Science Department for the 2023–2024 academic year, acknowledging her effectiveness as a Teaching Assistant. This award highlights her ability to convey complex concepts clearly and engage students effectively. Shreya also has experience in web development. She completed a summer internship at Contentstack, where she developed valuable skills in this area. Her interest in web technologies complements her academic background, allowing her to create content that supports learning in web development and education.

Back to Research Partnership and Progress: The Computer Science Teaching & Learning Collaboratory Cynthia L. Blitz & David J. Amiel In the March 2020 issue of Computer Science Newsletter, published by the International Society for Technology in Education, Rutgers Center for Effective School Practices researchers Cynthia L. Blitz and David Amiel describe dynamics often associated with computer science education in K-12 school districts and how lessons learned through the Rutgers Computer Science Teaching and Learning Collaboratory (CS-TLC) researcher-practitioner partnership can be applied. Understanding that CS-TLC is a large project that is not replicable for many school districts, the article includes a compilation of key, replicable takeaways listed below and explained further in the newsletter article that they believe can be implemented by any school district looking to increase its capacity to provide high-quality, rigorous, and inclusive computer science education to students: Bring administrators to the table. Be curriculum agnostic. PD at your own pace. Empower every voice. March 2020 Computer Science Network Newsletter | Featured Article International Society for Technology in Education (ISTE) Findings from the Rutgers Computer Science Teaching and Learning Collaboratory informed these recommendations for K-12 school districts looking to provide rigorous and inclusive computer science education. Citation Blitz, C. L., & Amiel, D. J. (2020). Partnership and Progress: The Computer Science Teaching & Learning Collaboratory. Computer Science Newsletter: International Society for Technology in Education , 13 (7), 1–3. http://bit.ly/CSN_Newsletter-Mar2020 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link