Vivien Leary
EDU 590 Critical Issue Article Summaries
Cohort 34 (Sunday)
Promoting Academic and Social-Emotional School Readiness: Head Start REDI Program
Karen L. Beirman, Celene Domitrovich, Robert Nix, Scott D. Gest, Janet A. Welsh, Mark T. Greenberg, Clancy
Blair, Keith E. Nelson, and Sukdeep Gill
Child Development, November/December 2008, Volume 79, Number 6, Pages 1802-1817
This article reported on a research project involving forty-four Head Start classrooms. The study was designed
to examine the relationship between social emotion behaviors and self-regulation competencies with the
development of language and emergent literacy skills. Multi-methods assessment of three hundred and fifty six
4-year-old children’s progress was tracked over the course of the 1-year program. Half of the classrooms
received the Head Start REDI (Researched-based, Developmentally Informed) intervention. Results revealed
significant differences favoring children in the REDI enriched intervention classrooms on measures of
vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning
engagement. The conclusion of this study confirmed Riggs, Greenberh, Kusche & Pentz 2006 study that
interventions that foster social-emotional learning and improved behavioral self-regulation can strengthen
cognitive development. These finding demonstrated that a dual-focus curriculum that encompasses both
cognitive skills and social emotional curriculum integrated interventions can effectively and simultaneously
promotes gains in both domains.
The Scientific Base Linking Social and Emotional Learning to School Success
Joseph E. Zins, Michelle R. Bloodworth, Roger P. Weissberg, and Herbert J. Walberg
Journal of Educational and Psychological Consultation, 17 (2&3), 191-210
This article links SEL to improved school attitudes, behaviors and performances. The interventions suggested
include learning to recognize and manage emotions, care about others, make good decisions, behave ethically
and responsibly, develop positive relationships and avoid negative behaviors. The authors presented a threecomponent model that addresses students’ social emotional development with academic instruction. They
suggest establishing a multiyear, multicomponent, and holistic approach instead implementing many
fragmented programs to address specific behaviors such as teen pregnancy, bullying, violence and delinquency.
Their framework suggests five topics (Self-Awareness; Social Awareness; Responsible Decision Making; Selfmanagement; and Relationship Management) be incorporated in to an intervention program. The three models
they propose are (1) use specific SEL curricula that addresses content areas such as substance abuse or bullying
(2) infused social-emotional skills into the regular academic curriculum so that academic and SEL skills are
coordinated and reinforced one another (3) develop a supportive learning environment so that student learning
occurs within a safe, caring atmosphere. All of these approaches can have positive effects on academic
performance. Eighty-three percent of programs that have had teachers acquire and use more effective teaching
techniques produced academic gains.
A School-Randomized Clinical Trail of an Integrated Social-Emotional Learning and Literacy
Intervention: Impacts After 1 School Year
Stephanie M. Jones, Joshua L. Brown, Wendy L. G. Hoglund and J. Lawrence Aber
Journal of Consulting and Clinical Psychology 2010, Vo. 78, No. 6 829-842
The objective of this clinical trial was to report experimental impacts of a universal, integrated school-based
intervention in social emotional learning and literacy development on change over 1 school year with children in
third grade. The study involved 942 boys and girls of different ethnic backgrounds from 18 New York City public
elementary schools. Data on children’s social-cognitive processes and literacy skills and academic achievement
were collected in the fall and spring. The 4Rs (Reading, Writing, Respect and Resolution) program was used as
the intervention. This program uses high-quality children’s literature as a springboard for helping students gain
skills and understanding in the areas of handling anger, listening, assertiveness, cooperation, negotiation,
mediation, building community, celebrating differences and countering bias. The program has two primary
components; (a) a comprehensive 7-unit, 21-35 lesson, literacy-based curriculum in social emotional learning
and (b) 25 hours of training followed by ongoing coaching of the teachers to support them in teaching the 4Rs
curriculum. The results of this trial concluded that children with the highest level of aggression and depression
should improvement in reading achievement scaled scores and children’s attendance. The researchers predict
more gains with children that have less aggression and depression with continue use of the 4Rs program. One
year was not enough time to see significant growth in all children.
Emotional Intelligence: What Does the Research Really Indicate?
Cary Cherniss, Melissa Extein, Daniel Goleman, and Roger P. Weissberg
Educational Psychologist, 41(4), 239-245
This article discounts L. Waterhouse (2006) previous claims that emotional intelligence (EI) competencies should
not be taught in schools. Waterhouse proclaims no distinction between emotional intelligence and personality
plus IQ. These authors critique Waterhouse’s lack of a systematic approach and thorough review of actual
published scientific literature. EI models recognize two broad components: awareness and management of one’s
own emotions and awareness and management of others’ emotions. The authors contend that there is strong
and growing base documenting the positive effects of school-based EI programing on students’ healthy
development and academic performance. They examines several research syntheses and meta-analyses of
school-based prevention programming that emphasizes that core components of SEL demonstrates the
effectiveness of addressing social and emotional variables to enhance positive youth development and mental
health, reduce substance abuse use and antisocial behavior, and improve educational outcomes. They also
concluded from their research that students who participated in SEL programs compared to nonprogram peers
liked school more, had significantly better attendance records, had higher grade point averages, and ranked at
least 10 percentile points higher on academic achievement tests.
Building Skills for School Success: Improving the Academic and Social Competence of Students
Greg A. Brigman, Linda D. Webb, and Chari Campbell
Professional School Counseling: February2007, Vol. 10 Issue 3, p279-288
The purpose of this article’s study was to evaluate the impact of the school counselor-led Student
Success Skills program on academic and social competence of students. A randomized comparison group design
was used to measure treatment outcomes for students in grades 5, 6, 8, and 9. The study involved 220 students
from 12 schools. Half of the schools received the treatment. The Student Success Skills (SSS) program is designed
to teach academic, social and self-management skills. In treatment schools, counselors implemented the SSS
curriculum in both classroom and small group formats. This series of SSS studies grew out of previously reported
research showing improved academic and social competence in young learners whose teachers used the Ready
to Learn curriculum. The consistency of the results across this study and three subsequent SSS studies provide
further support for the observed positive relationship between SSS intervention and student achievement
outcomes. From their research three skills were identified, (a) cognitive and met-cognitive skills such as goal
setting, progress monitoring and memory skills; (b) social skills such as interpersonal skills, social problem
solving, listening, and teamwork skills; and (c) self-management skills such as managing attention, motivation
and anger. The results of this research concluded that students who received the intervention scored
significantly higher in math achievement and showed substantial improvement in behavior.