reading academy mai's case study

Introduction

Adaptive Action and Scientific Literacy Instruction

Teaching Reading is Rocket Science, 2020: What Expert Teachers of Reading Should Know and Be Able to Do

TEKS Verticle Alignment

TEKS Big Sheets

Module 2: Science of Teaching Reading

Explicit and Systematic Instructional Tool

Scientifically Based Literacy Practices and Approaches

Science of Teaching Reading Competencies

Gradual Release of Responsibility Model

Video - Small Group Phonological Awareness instruction - Gradual Release

Anita Archer's Explicit Instruction Website

Scientifically Basted Literacy Instruction

Module 3: Establishing a Literacy Community 

Module 3 Participant Notebook

Resources for Parent Engagement

A Guide for Engaging Families: Twenty Strategies for School Leaders

Next Generation Family Engagement  

5 Strategies for a Successful Parent-Teacher Conference

8 Strategies to Improve Participation in Your Virtual Classroom

Do's and Don'ts of Effective Communication With Parents

Appreciative Inquiry Questions

Family Tree Activity 

Classroom Aesthetics 

Routines and Rituals 

Structured Student Talk

Reading Block Schedules

Social, Cultural, Linguistic Practices 

Cultural X-Ray

Multicultural or Heritage Paper Dolls

Picture Tales

Story Sparks

Show Me a Story

What's In A Name?

Resources to Support Classroom Culture

Helpful Links for the Social Distancing Classroom

Teaching Routines and Procedures

Ten Ways to Cultivate a Love of Reading In Students

Why You Need Morning Meetings in Your Classroom

4 Reasons to Start the School Day with Morning Meetings

Morning Meetings Change Classroom Culture

Do's & Don'ts of Classroom Decorations

Building Student Interactions

Classroom Library Labels by Genres

Module 4: Using Data to Drive Instruction

Assessment tools.

Student Interest Surveys

Elementary Reading Interest Surve y

Quick Phonics Screener

Reader Profiles

Guiding Questions  K-1

Guiding Questions 2-3

Literacy Checklists

Using Assessment to Inform Instruction Tool

Anecdotal Records, Retelling Records, and Writing Conference Examples

Quick Formative Checks

Helpful Links

  Link to State Required K-2 Reading Diagnosis Testing

TEA Formative Assessment Resources

Progress Monitoring 

GT Resources

Reading Strategies for Advanced Primary Readers

Module 5: Oral Language and Vocabulary

Dr. Anita Archer - Explicit Vocabulary Routine

Dr. Anita Archer  - 2nd Grade Explicit Vocabulary Routine

Vocabulary Routine Lesson Planning Form

Academic Conversation Placemat with Prompts

Say Something

Story Retell

Instructional Methods to Build Oral Language

Response Questions

Oracy Development Lessons

Oral Language Building Activities

Getting Students Talking in the Content Areas

Establishing Effective Student Partnerships

Oral Language Supports for Struggling Students

Using PEER and CROWD Prompts During Dialogic Reading

Think-Pair-Share

Module 6: Phonological Awareness

Phonological Awareness Review of Terms

Phonological Awareness Class Observation Checklist

Phonological Awareness Individual Checklist

Elkonin Boxes

Say it, Move It Activity 1

Say it, Move It Activity 2

 Artifact Resources 

Artifact Directions/Requirements

Lesson Plan Template

Lesson Components

Artifact Rubric

Module 6 Artifact Checklist

Model Phoneme Substitution L esson

Articulation of Phonemes Video

Module 7: Pre-Reading Skills

Guidelines for Teaching Handwriting

Building Fine Motor Skills

Manuscript Cap Formation

Manuscript Lowercase Formation Chart

Cursive Caps Formation 

Cursive Lowercase Formation 

Digital Tutor Handwriting Cards

Book and Print Awareness Questions

Letter Sound Activities

Alphabet Arc Activities

I nteractive Alphabet Arc

Sample Sequence for Introducing Letters

Alphabetizing Activities

Kindergarten Alphabetizing Strips

1st and 2nd Grade Alphabetizing Strips

3rd grade and up Alphabetizing Strips

Module 9 :  Reading Fluency  

Best Practices in Promoting Rate

Best Practices in Promoting Accuracy 

Best Practices in Promoting Prosody

High Frequency Word Charts

Reader's Theater 

Fun with Emojis Prosody Activity 

Measuring Reading Accuracy and Reading Fluency Levels

Module 10 :  Readi ng Comprehension  

Comprehension Organizers and Question Stems

Questions to Activate Background Knowledge

Comprehension Thinking Stems

Questioning Skills Handout

Student Log for Self-Generated Questions

Questioning 

Visualizing 

Explicit Modeling of Mental Images

Summarizing

Get the Gist

Synthesizing Details

Evaluating Details

Sequencing Events

Story Frame

Comprehension Teaching Tools

Strategies for Introducing and Comprehension Strategies

Literacy Experiences and Comprehension Strategies

Text Set Planning 

Reader Response Prompts

Shared Reading and Read Aloud---What is the Difference?

Module 1 1 :  Written Composition  

Module 8:  decoding and encoding .

Six Syllable Types

Syllable Divisions Principles

Tiger Word Card

Rabbit Word Card

Lion Word Card

Heart Word Lessons

Suffix Rules Checklist

Brain Smart Start Resources

Breathing Icons

Morning Greetings

Brain Breaks

At Home Break Breaks

4 Elements of Connection

Cheer Cards

Evaluating Literature Through a Multicultural Lens

Diverse Main Characters

Outstanding International Books

Multicultural Book List Resource

Module Read-Alouds  

Articles & Sites to Support

Reading Comprehension

Vocabulary Learning to Enhance Reading Instruction

Phonemic Awareness the Single Sound Challenge

Effective Phonics and Word Study Instruction

Fluency Instruction

Paired (or Partner)Reading  

Reader's Theater

Small Group Phonological Awareness - Gradual Release Video

Links to Article Used in Reading Academy Sessions

The Simple View of Reading

Vocabulary Instruction Booklet

Vocabulary Learning to Enhance Reading for Understanding

Dialogic Reading: Having a Conversation with Books

Print Awareness--Ideas for Teachers and Parents

The Alphabetic Principle

Phonological Awareness Instruction

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Case Study: How One Texas School District Is Repurposing Staff Development Time to Embrace the Science of Reading

Unleashing the power of professional learning communities through richer, curriculum-based learning in the aldine independent school district..

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This is the next installment in a series of articles by the Knowledge Matters Campaign to elevate stories of educators implementing high-quality instructional materials. Edna Cruz is a bilingual skills specialist and Alaura Mack is an instructional skills specialist working together at Reed Academy in the Aldine Independent School District, which includes parts of Houston and Harris County, Texas. As the first distrct in Texas to have adopted a high-quality, knowledge-based reading curriculum, the authors reflect on the importance of equipping teachers with curriculum-based professional learning to ensure long-lasting success for students. Follow the rest of the series and previous curriculum case studies here .  

In 2020, the Aldine Independent School District became the first district in Texas to adopt a high-quality, knowledge-based reading curriculum. It was a seismic change for teachers, who had been using a familiar balanced literacy program with skills-focused lessons and leveled readers for several years. But it was a necessary change for students — in 2018-19, just 30 percent of Aldine third graders were reading at or above grade level.  

Despite the challenges of COVID-19 and its effect on academic achievement, we have made strides by implementing the Amplify CKLA curriculum. Today, teachers lead highly structured, thematic units that focus on the same content over a period of weeks. All students work with the same knowledge-rich, grade-level texts, whether they read them independently or with support. That gives every student the opportunity to build vocabulary and a base of common knowledge, which boosts reading comprehension and fosters inclusive communities of learning. 

Our students have made rapid progress — within the first two years, 50 percent of third graders were reading at or above grade level. The percentage of third graders scoring “well below” benchmark dropped from 48 percent to 36 percent. These are heavy lifts in Aldine, where about 90 percent of students are economically disadvantaged and more than half are English language learners. 

Students’ academic achievement and development rely on their teachers’ understanding and execution of the Amplify CKLA curriculum. As instructional specialists, we have implemented robust curriculum-based professional learning to ensure Aldine teachers are prepared to deliver strong instruction that meets the needs of all students.  

Curriculum-based professional learning brings teachers and instructional leaders together to probe and practice individual lessons, which has helped our teachers implement new curriculum with fidelity. During these sessions, teachers internalize, annotate, collaborate, and rehearse lessons within units of study. They identify the most critical ideas and skills students should encounter, the most likely misconceptions students may experience, and the scaffolds or learning supports needed to grant access to the content to all learners.  

This sort of study doesn’t happen overnight. Here are three key aspects of this work that have shaped our progress: 

Closing the Research-Practice Gap 

Too often, research stands a world apart from the educators who work directly with students. 

Aldine provided resources and time to close that gap. Even before the new curriculum was announced, both teachers and instructional specialists like us read Natalie Wexler’s The Knowledge Gap and participated in related staff development sessions. Meanwhile, a literacy task force was studying curriculums and visiting out-of-state classrooms to make their recommendation. 

This shared reading assignment and attendant discussions helped teachers and specialists learn the science behind best practices and understand the role that building knowledge plays in literacy development. Both were critical when it came time for our teachers to trust that an unfamiliar and seemingly out-of-reach reading curriculum could be effective in Aldine classrooms. 

Revamping PLCs for Curriculum Study

In the past, meeting time for professional learning communities (PLCs) was spent on grade-level “business,” like planning field trips or sharing concerns from individual classroom observations. These are key issues, but they don’t necessarily translate into instructional innovation or academic progress. 

Even when meetings were focused on instruction, master teachers and teachers with outsized experience or confidence spoke up most often. As a result, meetings did not include the voices of all teachers, especially novices or those serving the most disadvantaged student groups. 

Our district revamped grade-level meetings to focus on in-depth curriculum study. Today, during Curriculum-based Professional Learning (CPLs), instructional specialists facilitate in-depth curriculum study sessions, which follow detailed discussion protocols. These one- and two-page discussion guides help teachers unpack and internalize the logic of each unit and lesson, identify opportunities to make cultural connections with and among students, and focus attention on the essential questions and tasks each lesson needs to ensure students master the learning goal.

This structure and guidance help ensure teachers’ time together is purposeful and driven by our common curriculum. In addition, by focusing attention on a shared resource, we’ve seen that more teachers speak up in CPLs, which gives a grade-level group a wider view of classroom practice and learning. 

Building Teachers’ Trust 

Changing curriculum means changing instructional practice and underlying beliefs. Teachers need to trust that a new curriculum will work with their students before they will teach it as intended.  

Often, teachers who work with struggling students are initially wary of high-quality, knowledge-based curriculum. In our district, second-grade teachers were concerned that students would not successfully engage with a unit based on grade-level texts about The War of 1812, for example.  

Ongoing curriculum-based professional learning with grade-level colleagues helped address these concerns. As teachers studied and practiced units and lessons together, they could see the logic and variety of ways students at all levels could access, understand, and make connections with rigorous content. And, as they experienced this new teaching in their classrooms, they could share challenges and evidence of growth. No one teacher was going it alone.  

Any change in curriculum requires strong leadership from the Central Office. But when it comes to changing what actually happens in classrooms and schools, teachers are the real decision-makers. By intentionally equipping teachers with curriculum-based professional learning, we are setting our schools up for long-lasting success. 

Edna Cruz is a bilingual skills specialist at Reed Academy in the Aldine Independent School District, which includes parts of Houston and Harris County, Tx. She is a member of the Curriculum Matters Professional Learning Network, which supports district leaders from around the country implementing high-quality instructional materials.  Alaura Mack is an instructional skills specialist for English Language Arts at Reed Academy and is also a member of the Curriculum Matters Professional Learning Network.

Edna Cruz is a bilingual skills specialist at Reed Academy in the Aldine Independent School District, which includes parts of Houston and Harris County, Tx. She is a member of the Curriculum Matters Professional Learning Network, which supports district leaders from around the country implementing high-quality instructional materials.

Alaura Mack is an instructional skills specialist for English Language Arts at Reed Academy in the Aldine Independent School District, which includes parts of Houston and Harris County, Tx. She is a member of the Curriculum Matters Professional Learning Network, which supports district leaders from around the country implementing high-quality instructional materials. 

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Texas Schools Rethink Teacher Training to Embrace the ‘Science of Reading’

By Edna Cruz & Alaura Mack

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Home » Resources » Case study of Amelia, a five-year-old reader who enjoys reading at home

Case study of Amelia, a five-year-old reader who enjoys reading at home

Felicity holt-goldsmith.

• Case Studies of young readers / 

Amelia* is a middle ability pupil in a mixed ability class of thirty one children, with a ratio of eighteen boys and eleven girls. The school is average size for a primary school and most of the pupils are drawn from the immediate neighbourhood. When I met Amelia she was graded at Level 1c for her reading, slightly below average for the class. The school endeavours to provide an atmosphere where the enjoyment of reading is promoted and nurtured. Children have reading books from the Oxford Reading Scheme which they take home every day and home and school links are made through reading journals. There is also a selection of books in the classroom and the school is in the process of renovating the library.

Comprehension

To try and gain an understanding of Amelia as a reader I undertook a reading conference and made observations of her reading in a range of different contexts. However, the limited amount of time spent at the placement means that only a speculative analysis can be made. Amelia was still learning to decode but she was able to utilise higher order reading skills such as comprehension. She was an able meaning maker and engaged with a variety of texts. In terms of The Simple View of Reading (Rose, 2006: 40) she would be placed in the section of ‘poor word recognition; good comprehension’ although her skills of decoding words improved quite significantly even during the short time I was at the school. Cain (2010) argues that to understand a text’s meaning a reader needs to establish local and global coherence. Local coherence is described as the ability to make links between adjacent sentences and global coherence is described as the ability to make sense of a text as a whole and relate this to personal experiences (p. 52). Amelia was able to understand the narrative of a story and could relate stories to her own life and other texts. During the reading conference I asked her about a book that she had read a few weeks ago; she was able to retell the story in great detail and described which parts were her favourite. There was also evidence that Amelia was able to engage with the meanings of individual words. For example, when reading aloud to me she read the word ‘buggy’ and said that ‘pram’ could be used as an alternative. It would be important to encourage this interest in the meanings of words in order for Amelia to progress with her comprehension skills. As Cain (2010) suggests, vocabulary knowledge is strongly associated with good reading comprehension.

Phonics and other strategies

Amelia was still learning to decode and used a number of different strategies. She used her knowledge of phonics as one way to decode words. She would split a word up into individual phonemes and then blend these together to read the word aloud. She often used her finger to cover up parts of the word in order to try and make this process easier. However, for some words she did not use this strategy. She struggled to read the word ‘children’ and said that it was too difficult to sound out because it was too long. However, when we read a different book the week after she did not have any trouble reading this word. She explained that she was able to read it because she recognised it and not because she sounded it out, suggesting that she read it from sight. Amelia did use her knowledge of phonics to read although this strategy was used in addition to others. On several occasions she looked at the pictures before attempting to read the text and would subsequently make predictions of what was going to happen in the story. She was also receptive to learning new reading strategies. When she struggled to read the word ‘snowball’ I suggested she split it into two words that she may recognise: ‘snow’ and ‘ball’. The next week we read the same book again and she used the same strategy. Amelia’s use of different reading strategies appeared to be effective and it would be important to encourage her to continue to use a variety of strategies in order for her reading to progress.

Taking it further

Amelia is an enthusiastic reader and enjoys reading at home. She reads to her mother and father on a daily basis and explained that her father reads to her and her sister every night before bed. It appeared that her home life fosters a positive attitude to reading and this was arguably beneficial to her reading progress. Clark (2011) has found that there is a positive relationship between the number of books a child has at home and their reading attainment level. Goouch and Lambirth (2011) also suggest that children who read at home would have a head start at school ‘with their knowledge of how stories work, patterns and tunes in stories, the relationship between illustration and print as well as some clear information about print drawn from reading and re-reading favourite tales’ (p. 8). As previously discussed Amelia seemed to be an able meaning maker and this could partly be due to the fact that reading is a part of her daily routine at home.

It would be crucial to encourage Amelia’s enthusiasm and enjoyment of reading in order for her reading to progress further. Ofsted reports have consistently argued for a greater emphasis on reading for pleasure within the taught curriculum in both primary and secondary schools (Ofsted, 2012: 42). Amelia enjoys reading books about animals and it would be important to consider her interests and try and incorporate this when suggesting reading books. Lockwood (2008) argues that it is important to discuss children’s reading choices and reflect this when updating book stocks. This would be a way of promoting reading for pleasure not only for Amelia but for all the children in the class.

In conclusion, Amelia appeared to have good comprehension skills and her ability to decode was developing. She engaged with texts and was able to express opinions on books that she had read. She used her knowledge of phonics to decode words but did not rely on this strategy alone. Amelia enjoys reading and reads in a variety of different contexts. It would be crucial to encourage this positive attitude to reading in order for her reading to develop further. This could be done in various ways, including ensuring that her interests were reflected in the books that were available to read in the classroom. It would also be important to provide choice and to demonstrate the joy of reading by reading stories together as a class. Trying to promote reading for pleasure would be beneficial not only for Amelia but for all the children in the class.

* A pseudonym

Cain, K. (2010) Reading Development and Difficulties West Sussex: Blackwell Publishing Ltd.

Clark, C. (2011) Setting the Baseline: The National Literacy Trust’s first annual survey into reading London: National Literacy Trust.

Goouch, K. and Lambirth, A. (2011) Teaching Early Reading and Phonics London: Sage.

Lockwood, M. (2008) Promoting reading for pleasure in the primary school London: Sage.

Ofsted (2012) Moving English Forward. Available at:

http://www.ofsted.gov.uk/resources/moving-english-forward  (Accessed: 3rd March 2014).

Rose, J. (2006) Independent review of the teaching of early reading. Available at: http://webarchive.nationalarchives.gov.uk/20130401…

https://www. education.gov.uk/publications/eOrderi… (Accessed: 5th March 2014) 

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Elementary Reading Academy

CORE's Elementary Reading Academy offers educators fundamental knowledge in effective standards-aligned and evidence-based reading practices based on the science of reading.

The Elementary Reading Academy (ERA) is designed for K-6 teachers, literacy coaches, reading specialists, and reading intervention teachers. It offers educators fundamental knowledge in effective, standards-aligned and evidence-based reading practices for all learners. The ERA also applies this knowledge to the curriculum teachers are using.  By taking all five topical sessions, participants gain a comprehensive understanding of the essential components for effective reading instruction, based on the science of reading.

Participant Outcomes

• Identify the standards alignment to evidence-based reading instruction.
• Articulate the research on the essential components of reading instruction and link research to practice.
• Gain clear and explicit models of high-leverage instructional routines.
• Practice using instructional routines specific to the particular topic.

Get in touch

Contact CORE to learn more about how our Elementary Reading Academy can help you improve early literacy teaching outcomes.

About the Sessions

By taking all five topical sessions, participants gain a comprehensive understanding of the essential components for effective reading instruction.

NOTE:  Sessions 1 and 2 must be taken together. Sessions 3, 4, 5, and 6 may be taken separately.

Day 1: Overview, Linguistics and Early Literacy

This session provides an overview of the scientific research on teaching reading, including basic linguistics, phonic elements and print awareness and letter knowledge. (This session may not be taken separately; it must be combined with session 2.)

Day 2: Phonemic Awareness and Phonics

During this session, participants learn how to develop phonemic awareness as well as explicit, systematic phonics instruction, including effective corrective feedback and various forms of blending, and the application to decodable text. (This session may not be taken separately; it must be combined with session 1.)

Day 3: Multisyllabic Words and Fluency

This session addresses the techniques that help students transition from reading single-syllable words to reading multisyllabic words. In addition, participants learn effective techniques to foster reading fluency: accuracy, appropriate rate and expression.

Day 4: Vocabulary

This session focuses on vocabulary development. Participants study word-learning strategies and specific word instruction, and experience active ways to promote “word consciousness.” The needs of English learners are addressed.

Day 5: Comprehension

This session focuses on the different ways to assist students to access both narrative and informational texts. Specific reading skills and strategies—including questioning, graphic organizers and monitoring techniques—are presented using explicit instruction, with hands-on lessons and high-leverage models and practice.

Day 6: Reading Assessment for Effective Instruction (Optional)

This session guides participants through  Assessing Reading: Multiple Measures  and also lays out the basic principles and purposes of different types of assessments and what a comprehensive assessment blueprint looks like within the context of a three-tier system.

Meet Our Literacy Experts

Director, Literacy Projects | CORE Learning

Thomas Acampora has over 15 years of experience working in and with schools to improve outcomes for students. He has led teams of that worked with middle and high schools to improve graduation rates by creating systems of student support, including small learning communities, early warning systems, positive behavior supports and restorative practices.

Director, Literacy – Internal Support | CORE Learning

Carrie comes to CORE after working as the Dyslexia Specialist for the Oregon Department of Education and has been curriculum specialist. She has taught elementary and secondary special education.

Facilitator Operations Manager | CORE Learning

Dr. Fineé E. Taylor has been an educational consultant for over 15 years and taught a range of elementary grades, served as an instructional coach, worked as an associate reading professor, and served as a Pre-K and Elementary Curriculum Supervisor.

Literacy Content Director – Secondary | CORE Learning

Cris provides services to schools, districts and agencies to support effective program implementation, multi-tiered systems of support, special education and special programs support, strategic improvement plans, instructional leadership, teacher development, training, and coaching.

Interim President | CORE Learning

Dale is responsible for the day-to-day operations, training, and quality control of CORE’s educational consulting and management staff. Dale brings 20 years of experience in teaching, professional development/technical assistance, research, state-level policy work and administration, and curriculum development to schools and districts across the country.

Interim Sr. Vice President, Literacy | CORE Learning

Garla specializes in secondary literacy and finds great joy and fulfillment in supporting and building capacity in middle and high school educators so that they are equipped to provide equitable learning environments for their students, with a focus on literacy.

Literacy Partnerships Manager | CORE Learning

Kristina is a former superintendent with 24 years of experience in the education sector, focused on driving growth and improving test scores by recruiting and maintaining high-quality staff. She is a decisive leader and analytical problem-solver with a solid track record of success.

Erica was a classroom teacher in both Texas and New Mexico before serving as an elementary school principal and curriculum director. Prior to working with CORE, Erica served as a curriculum director.

See Our Work in Action

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Building District and School Systems to Promote Equitable Instruction

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Setting a New Vision for California’s Literacy Instruction

Our OERA Best Taken as a Team

Achievement Soars Across the Board When CORE Coaching Is Paired With SIPPS Curriculum Implementation

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Contact CORE to learn more about our Elementary Reading Academy.

MAI’S AMERICA: Cross-Cultural Psychology Case Study Analysis

Before starting this assignment, you must:

1. Read Gardiner Chap 6 and Shiraev & Levy Chap 11 2. Take brief personality test (link posted in Week 13) 3. Watch the documentary Mais America (links provided in folder just below the Review Sheet). Each answer has a minimum word count requirement of 300+. Please indicate word count at the end of each answer. 1. How would you describe Mais general personality? Provide a brief discussion using examples from the videos.

You must integrate Gardiner Chapter 6 OR Shiraev & Levy Chapter 11 content into your discussion. 2. Define goodness of fit. Explain whether there was a goodness of fit for Mai in each of her two placements with host families. Explain and discuss clearly why or why not, using examples from the videos. You must integrate Gardiner Chapter 6 content into your discussion. 3. What is your personality type from the test? What are the characteristics of this type? Briefly explain and discuss whether this personality type makes it easy or difficult to deal with cross-cultural experiences (for example, study or work in a foreign country like Mai did). Explain and discuss why or why not. You must integrate Gardiner Chapter 6 OR Shiraev & Levy Chapter 11 content into your discussion.

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• About Adverse Childhood Experiences
• Risk and Protective Factors
• Program: Essentials for Childhood: Preventing Adverse Childhood Experiences through Data to Action
• Adverse childhood experiences can have long-term impacts on health, opportunity and well-being.
• Adverse childhood experiences are common and some groups experience them more than others.

What are adverse childhood experiences?

Adverse childhood experiences, or ACEs, are potentially traumatic events that occur in childhood (0-17 years). Examples include: 1

• Experiencing violence, abuse, or neglect.
• Witnessing violence in the home or community.
• Having a family member attempt or die by suicide.

Also included are aspects of the child’s environment that can undermine their sense of safety, stability, and bonding. Examples can include growing up in a household with: 1

• Substance use problems.
• Mental health problems.
• Instability due to parental separation.
• Instability due to household members being in jail or prison.

The examples above are not a complete list of adverse experiences. Many other traumatic experiences could impact health and well-being. This can include not having enough food to eat, experiencing homelessness or unstable housing, or experiencing discrimination. 2 3 4 5 6

Quick facts and stats

ACEs are common. About 64% of adults in the United States reported they had experienced at least one type of ACE before age 18. Nearly one in six (17.3%) adults reported they had experienced four or more types of ACEs. 7

Preventing ACEs could potentially reduce many health conditions. Estimates show up to 1.9 million heart disease cases and 21 million depression cases potentially could have been avoided by preventing ACEs. 1

Some people are at greater risk of experiencing one or more ACEs than others. While all children are at risk of ACEs, numerous studies show inequities in such experiences. These inequalities are linked to the historical, social, and economic environments in which some families live. 5 6 ACEs were highest among females, non-Hispanic American Indian or Alaska Native adults, and adults who are unemployed or unable to work. 7

ACEs are costly. ACEs-related health consequences cost an estimated economic burden of $748 billion annually in Bermuda, Canada, and the United States. 8

ACEs can have lasting effects on health and well-being in childhood and life opportunities well into adulthood. 9 Life opportunities include things like education and job potential. These experiences can increase the risks of injury, sexually transmitted infections, and involvement in sex trafficking. They can also increase risks for maternal and child health problems including teen pregnancy, pregnancy complications, and fetal death. Also included are a range of chronic diseases and leading causes of death, such as cancer, diabetes, heart disease, and suicide. 1 10 11 12 13 14 15 16 17

ACEs and associated social determinants of health, such as living in under-resourced or racially segregated neighborhoods, can cause toxic stress. Toxic stress, or extended or prolonged stress, from ACEs can negatively affect children’s brain development, immune systems, and stress-response systems. These changes can affect children’s attention, decision-making, and learning. 18

Children growing up with toxic stress may have difficulty forming healthy and stable relationships. They may also have unstable work histories as adults and struggle with finances, jobs, and depression throughout life. 18 These effects can also be passed on to their own children. 19 20 21 Some children may face further exposure to toxic stress from historical and ongoing traumas. These historical and ongoing traumas refer to experiences of racial discrimination or the impacts of poverty resulting from limited educational and economic opportunities. 1 6

Adverse childhood experiences can be prevented. Certain factors may increase or decrease the risk of experiencing adverse childhood experiences.

Preventing adverse childhood experiences requires understanding and addressing the factors that put people at risk for or protect them from violence.

Creating safe, stable, nurturing relationships and environments for all children can prevent ACEs and help all children reach their full potential. We all have a role to play.

• Merrick MT, Ford DC, Ports KA, et al. Vital Signs: Estimated Proportion of Adult Health Problems Attributable to Adverse Childhood Experiences and Implications for Prevention — 25 States, 2015–2017. MMWR Morb Mortal Wkly Rep 2019;68:999-1005. DOI: http://dx.doi.org/10.15585/mmwr.mm6844e1 .
• Cain KS, Meyer SC, Cummer E, Patel KK, Casacchia NJ, Montez K, Palakshappa D, Brown CL. Association of Food Insecurity with Mental Health Outcomes in Parents and Children. Science Direct. 2022; 22:7; 1105-1114. DOI: https://doi.org/10.1016/j.acap.2022.04.010 .
• Smith-Grant J, Kilmer G, Brener N, Robin L, Underwood M. Risk Behaviors and Experiences Among Youth Experiencing Homelessness—Youth Risk Behavior Survey, 23 U.S. States and 11 Local School Districts. Journal of Community Health. 2022; 47: 324-333.
• Experiencing discrimination: Early Childhood Adversity, Toxic Stress, and the Impacts of Racism on the Foundations of Health | Annual Review of Public Health https://doi.org/10.1146/annurev-publhealth-090419-101940 .
• Sedlak A, Mettenburg J, Basena M, et al. Fourth national incidence study of child abuse and neglect (NIS-4): Report to Congress. Executive Summary. Washington, DC: U.S. Department of Health an Human Services, Administration for Children and Families.; 2010.
• Font S, Maguire-Jack K. Pathways from childhood abuse and other adversities to adult health risks: The role of adult socioeconomic conditions. Child Abuse Negl. 2016;51:390-399.
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Adverse Childhood Experiences (ACEs)

ACEs can have a tremendous impact on lifelong health and opportunity. CDC works to understand ACEs and prevent them.

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Elektrostal

Elektrostal Localisation : Country Russia , Oblast Moscow Oblast . Available Information : Geographical coordinates , Population, Area, Altitude, Weather and Hotel . Nearby cities and villages : Noginsk , Pavlovsky Posad and Staraya Kupavna .

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Elektrostal Demography

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