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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 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

Back to Research Improving Use of Research Evidence: Insights from Communication Science Itzhak Yanovitzky & Cynthia L. Blitz In the article titled “Improving Use of Research Evidence: Insights from Communication Science,” published in the June 2020 issue of NNERPP Extra, a quarterly magazine produced by the National Network of Education Research-Practice Partnerships, Rutgers research professors Itzhak Yanovitzky and Cynthia L. Blitz advocate that research use should be viewed as a continuum rather than a binary state of use versus non-use. They say that traditional approaches to evaluating use of research evidence often incorrectly measure success by tracking what evidence is used rather than how it is used, and that this approach fails to acknowledge the complex cognitive and social processes involved in seeking, acquiring, filtering, interpreting, and applying research evidence. Instead, they advocate that organizations should map users' evidence routines to understand their unique contexts. The authors posit that many interventions targeted use of research evidence incorrectly assume there are capacity or opportunity gaps, whereas motivation may be the actual barrier. Effective solutions require accurate problem identification, they write, and use of research evidence depends on three key factors: Capacity: users' skills and tools for finding and interpreting evidence Motivation: internal drivers (perceived value, social norms) and external incentives Opportunity: structural factors like access to research, time constraints, and support resources Communication science places audiences at the center of research evidence use through two key approaches: Targeting: identifying homogeneous sub-audiences who would benefit from similar interventions, based on relevant dimensions like capacity, motivation, and opportunity rather than demographics Tailoring: customizing interventions to address specific audience needs, such as building self-efficacy for those who lack confidence or offering incentives to those who don't see value in research use The authors emphasize the importance of pretesting communication approaches and anticipating unintended effects, acknowledging that research must be interpreted responsibly to avoid bias and misuse. June 2020 NNERPP Extra | Volume 2, Issue 2 DOI: 10.25613/CGME-S465 This article reviews factors associated with use of research evidence in policy and practice and advocates for an audience-centered approach to enable users to integrate research into their decision making. Citation Yanovitzky, I., & Blitz, C. L. (2020). Improving Use of Research Evidence: Insights from Communication Science. NNERPP Extra , 2 (2), 10–13. https://doi.org/10.25613/CGME-S465 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Parent Voices in Action: The SEPAG Experience RESOURCE DESCRIPTION Parent Voices in Action: The SEPAG Experience was a one-hour virtual panel that brought together parent leaders from five Special Education Parent Advisory Groups (SEPAGs) for a lively conversation. Panelists shared experiences and insights across three core themes: starting a SEPAG, advancing systems-level change, and building strong partnerships between SEPAGs and school districts. RESOURCE INFORMATION V1.0; last updated December 23rd, 2025 Topics: SEPAG Development Audience: SEPAG Leaders (Parents), SEPAG Leaders (District) Language: English See all Resources Watch Theme 1 Only Watch Theme 2 Only Watch Theme 3 Only The session summary document linked below highlights key ideas from the panel discussion and Q&A. The views here reflect the experiences of individual panelists, and do not necessarily represent all SEPAGs; The BRIDGE Initiative does not endorse specific viewpoints, but offers this resource to encourage dialogue, exploration, and continued collaboration. Download the Event Recap in English Descargue el resumen del evento en español SHARE THIS RESOURCE 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 From Here to There: Beyond the Common Metrics Cynthia L. Blitz Invited speaker Cynthia L. Blitz, research professor and executive director of the Rutgers Center for Effective School Practices, presented 'From Here to There: Beyond the Common Metrics' in 2019 at the annual retreat of the New Jersey Alliance for Clinical and Translational Science (NJ ACTS). Topic areas Blitz presented include: Program evaluation: a critical scientific approach that transforms how researchers understand and improve complex interventions in clinical and translational research. Researchers approach program evaluation through multiple lenses, each offering unique insights into intervention effectiveness. Formative evaluation serves as an early warning system, assessing a program's feasibility before full-scale implementation. Process/implementation evaluation then tracks the program's journey, identifying potential barriers and ensuring the intervention remains true to its original design. Outcome/effectiveness evaluation takes a broader view, measuring the program's impact on knowledge and behavioral changes. Economic (cost-effectiveness) evaluation provides a practical perspective by comparing resource investments against achieved results. Impact evaluation assesses program effectiveness in achieving its ultimate goals. Logic models: sophisticated frameworks that map out the hypothesized relationships between program components. These models illuminate the pathway from initial inputs to desired outcomes, accounting for assumptions and external factors that might influence program success. By creating these visual representations, researchers can better understand the complex dynamics of their interventions. Frameworks like the Consolidated Framework for Implementation Research (CFIR) offer structured methodologies for assessing implementation success. By examining intervention characteristics, individual factors, organizational settings, and implementation processes, researchers can develop more targeted and effective programs. NIH Clinical and Translational Science Awards (CTSA) is an initiative that needs quality evaluation to show the program is well implemented, efficiently managed, and effective. Common metrics provide a starting point, but truly comprehensive evaluation requires a more nuanced approach. Program evaluation is a collaborative journey. It demands clear goals, systematic investigation, and a commitment to understanding the complex mechanisms that drive successful interventions in clinical research. October 2019 New Jersey Alliance for Clinical and Translational Science Inaugural Retreat New Brunswick, New Jersey, USA This presentation for NJ ACTS explores the scientific approaches that transform how researchers understand, assess, and improve complex interventions in clinical and translational studies. Citation Blitz, C. L. (2019, October 16). From Here to There: Beyond the Common Metrics [Invited presentation]. New Jersey Alliance for Clinical and Translational Science Annual Retreat, New Brunswick, New Jersey, USA. https://njacts.rbhs.rutgers.edu/event/inaugural-nj-acts-retreat/ View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Navigating and Selecting Tools for Distance Education Cynthia L. Blitz, Vivian Allen, David J. Amiel, & Margaret Incantalupo This presentation from the CSTA 2021 Annual Conference addresses the critical challenge of helping computer science teachers effectively navigate the overwhelming abundance of online educational resources, particularly in the context of distance learning that emerged during the pandemic. Created by researchers from Rutgers University's Center for Effective School Practices in collaboration with educator Margaret Incantalupo from Sparta Township Schools, the presentation provides a systematic framework for finding, adapting, and implementing digital tools to promote learning, justice, and engagement in computer science education. The presentation outlines practical strategies across three main areas: finding resources through advanced Google search techniques, peer collaboration, student input, and effective advocacy with administrators; adapting resources by gauging student understanding, ensuring standards alignment, and adding collaborative elements; and implementing various educational platforms and tools effectively in the classroom. Special emphasis is placed on a six-step advocacy process for securing needed resources from school leadership, involving research, meeting scheduling, clear proposals, educational rationale, financial planning, and consistent follow-up. Throughout the framework, the presenters emphasize the importance of equity and inclusion, recognizing that effective resource selection must consider diverse student populations varying across race, socioeconomic status, academic performance, and prior computer science experience. The work represents findings from the Computer Science Teaching & Learning Collaboratory, a research-practice partnership involving 15 diverse school districts across New Jersey and Pennsylvania, demonstrating how research-backed strategies can be successfully implemented in real classroom settings to reach all learners through innovative approaches to distance education. July 2021 Computer Science Teachers Association (CSTA) 2021 Annual Conference Virtual Event Framework for CS teachers to find, adapt & use online resources effectively in distance learning, emphasizing equity & systematic advocacy for tools that promote engagement across diverse populations. Citation Blitz, C. L., Allen, V., Amiel, D. J., & Incantalupo, M. (2021, July). Navigating and Selecting Tools for Distance Education [Poster presentation]. Computer Science Teachers Association (CSTA) 2021 Annual Conference, Virtual Event. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research An In-Depth Exploration of Mathematics Teaching Tools: Practical Insights for Educators Jennifer Vradenburgh, Cynthia L. Blitz, & David J. Amiel In an era where digital technology has transformed mathematics education, particularly accelerated by the COVID-19 pandemic, educators face the challenge of selecting and implementing effective online learning tools. This comprehensive research presents findings from an in-depth exploration of five widely used mathematics teaching platforms: ALEKS, Beast Academy, DreamBox, IXL, and Khan Academy. Conducted by seasoned educators and educational researchers, the study combines systematic information gathering with educator-informed analysis to provide practical guidance for classroom integration. The research covers both logistical considerations such as pricing, technical requirements, and accessibility, as well as instructional design elements including scope and sequence, lesson formats, and assessment strategies. Each platform is examined through a structured framework that facilitates direct comparisons while highlighting unique features and strengths. The study reveals how these tools support blended learning environments through various approaches to adaptivity, student engagement, and personalized instruction. ALEKS emphasizes AI-driven diagnostics and frustration-free learning, while Beast Academy uses a graphic novel format for younger students. DreamBox focuses on gamified standards-aligned instruction, IXL provides comprehensive skill-building with real-time diagnostics, and Khan Academy offers free video-based instruction across all grade levels. The paper emphasizes that effectiveness depends significantly on matching tools to specific classroom goals, contexts, and student populations, providing educators with valuable perspectives for both selecting new resources and optimizing tools already in use. June 2025 17th International Conference on Education and New Learning Technologies (EDULEARN) DOI: 10.21125/edulearn.2025.1577 A comprehensive exploration of five widely used mathematics teaching tools providing educators with practical insights for selecting and integrating digital resources effectively. Citation Vradenburgh, J., Blitz, C. L., & Amiel, D. J. (2025). An In-Depth Exploration of Mathematics Teaching Tools: Practical Insights for Educators. Proceedings of the 17th International Conference on Education and New Learning Technologies , 6415–6420. https://doi.org/10.21125/edulearn.2025.1577 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 Research Computer Science Teacher Capacity: The Need for Expanded Understanding David J. Amiel & Cynthia L. Blitz In a journal article titled 'Computer Science Teacher Capacity: The Need for Expanded Understanding' published in the International Journal of Computer Science Education in Schools (2022), Rutgers Center for Effective School Practices researchers David Amiel and Cynthia L. Blitz discuss the imperative for the teaching workforce in elementary and secondary education to be adequately prepared to provide computer science instruction that is robust, relevant, and aligned with appropriate learning standards. This paper shares results from a recent survey administered to current computer science educators across the K-12 space in the state of New Jersey. Using these results and recent literature, the research distills actionable, assessed needs to guide the provision of professional learning to ensure that educators have the necessary tools and knowledge to ensure robust and equitable implementation of computer science education. Results point toward the need to: expand the present understanding of computer science by effectively differentiating computer science from technology-based instruction and addressing an overrepresentation of analytical content domains; and reaffirm a commitment to equity by acknowledging the persistent gaps in participation of marginalized student groups and critically examining when and where the use of technology is necessary for delivering computer science instruction. October 2022 International Journal of Computer Science Education in Schools | Volume 5, Issue 4 DOI: 10.21585/ijcses.v5i4.151 Combining K-12 statewide survey results and recent literature, this research distills actionable needs that can guide professional development toward expanding educators understanding of computer science. Citation Amiel, D. J., & Blitz, C. L. (2022). Computer Science Teacher Capacity: The Need for Expanded Understanding. International Journal of Computer Science Education in Schools , 5 (4), 38–47. https://doi.org/10.21585/ijcses.v5i4.151 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects The BRIDGE Initiative, Engagement of Parents of Students with Disabilities N.J. Department of Education, OSE The BRIDGE Initiative (Building Resources for Inclusive Development and Growth in Education) is an initiative of the Rutgers Center for Effective School Practices (CESP) in collaboration with the New Jersey Department of Education’s Office of Special Education. The initiative focuses on improving the engagement of parents and caregivers of students with disabilities by curating and designing accessible resources, supporting the development of Special Education Parent Advisory Groups (SEPAGs), strengthening literacy partnerships between home and school, and enhancing family participation in inclusive education and the New Jersey Tiered System of Supports (NJTSS/MTSS). Grounded in the Dual Capacity-Building Framework for Family-School Partnerships and Implementation Sciences, The BRIDGE Initiative combines resource curation and the development of technical assistance with best practices in dissemination, implementation, and audience engagement. Resources and technical assistance opportunities are carefully designed and formatted to ensure they are not only accurate, but also actionable, relevant, and accessible. Taken together, efforts under The BRIDGE Initiative contribute to improved educational outcomes for students with disabilities across New Jersey. The BRIDGE Initiative promotes strong partnerships between families and schools to help students with disabilities make steady progress towards their learning goals; it's work is centered around SEPAGs, IEPs & Inclusion, Literacy, and NJTSS. Learn more here , or visit The BRIDGE Portal for free resources at cesp.rutgers.edu/bridge-portal . Timeline This project began in July 2025 and is scheduled through June 2028. Sponsorship 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). Project Leaders & Key Personnel Principal Investigator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations N.J. Department of Education, Office of Special Education Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link