SUMMARY: Iran’s Fordo underground nuclear enrichment site was struck again Monday following U.S. airstrikes on Iranian nuclear facilities, including Fordo, Natanz, and Isfahan, over the weekend. Israel reportedly conducted some of the attacks, prompting retaliatory missile and drone strikes from Iran targeting northern and central Israel. Iran warned the U.S. its military now has a “free hand” to attack American interests in the Middle East after the strikes, which Iran condemned as violations of sovereignty. Global calls for de-escalation and diplomatic solutions intensified, with the EU emphasizing diplomacy and warning against Iran closing the Strait of Hormuz, a vital oil shipping route.

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by Ross Williams, Georgia Recorder
June 23, 2025

The next generation of Georgia youths may be able to decipher those birthday cards from grandma without any help from a grown-up.

That’s because Georgia’s new English language arts standards, which take effect in July, will include an emphasis on handwriting, and particularly cursive. The standards will address handwriting starting in kindergarten and move to cursive in third through fifth grade. The previous standards did not have an explicit place for handwriting.

“We want to ensure that our students, when they graduate from the state of Georgia, have all the skills they need,” said April Aldridge, deputy superintendent of teaching and learning at the Georgia Department of Education. “In the world we live in, that means we have to have a varied degree of skills and we need to know when to use the skills in which situations.”

“The skill of handwriting, I wouldn’t say that it’s an antiquated skill because I think most of us use handwriting at some point in our lives every single day, whether it’s in formal or informal situations, so I think it’s just one of the tools that students need to be proficient in,” she added.

While some parents may embrace it, others parents question whether incorporating cursive lessons into English class is the best use of instruction time.

Some said students would be better served by using their instructional time to learn to type or become more savvy with technology.

Brittany Klein, a parent of children in the Cherokee County School System, said she taught her daughter cursive during the COVID-19 pandemic and her son learned it in school, but don’t ask either of them to write in cursive today.

“I am not opposed to cursive,” she said. “I just think if they aren’t going to use it regularly it’s a wasted skill. My kids aren’t even in high school yet and they completely forgot.”

But Sarah Welch, an English language arts program specialist with the Georgia Department of Education, said there’s a greater benefit to mastering handwriting than signing on the dotted line or interpreting grandma’s birthday wishes.

When kids are fluent writers, they can dedicate more brain power to expressing their thoughts instead of moving their pencils.

“If they’re putting so much emphasis on forming the letters and writing the words, that’s taking away their ability to really focus on organizing and expressing their ideas clearly,” Welch said. “And so the research actually shows that cursive handwriting – which is faster than print – really, it enhances their writing fluency. It also supports spelling, but aside from that it really frees up their cognitive resources to let them dig into those higher level reading and higher level writing tasks and being able to organize and express their thoughts because that’s where their minds can go.”

Reinhardt University education professor Debby Pinion, who teaches teachers about reading and dyslexia, said she thinks the new standards will be good for all students but could be especially helpful for children with dyslexia.

That’s because unlike writing block letters, which involves a lot of picking up and putting back down your pencil, when you write in cursive, each word is its own discrete unit.

“With cursive handwriting, it’s a continuous motion until the end of the word,” she said. “So students who are having trouble with position and writing then have an easier time because it just flows per word instead of a manuscript, which is just one letter at a time. So they don’t have to stop and think, ‘which way do I go? Where are the lines? What do I do?’”

“The key word is fluency,” she added. “Just like when we read fluently, that’s not really how fast, but really how smoothly we read. And the same thing is for writing. It helps with fluency so that you’re not starting and stopping, which then impedes your thought process when the object of the game is to write something. So if how we’re writing decreases the flow of our brain fluency, then that’s a problem for students with dyslexia. But cursive handwriting, like any strategy that is used for a child with dyslexia, helps all children. It raises all the ships in the sea.”

Georgia Recorder is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Georgia Recorder maintains editorial independence. Contact Editor Jill Nolin for questions: info@georgiarecorder.com.

The post Cursive writing in schools? Georgia schools are about to loop it back into the classroom  appeared first on georgiarecorder.com

Note: The following A.I. based commentary is not part of the original article, reproduced above, but is offered in the hopes that it will promote greater media literacy and critical thinking, by making any potential bias more visible to the reader –Staff Editor.

Political Bias Rating: Centrist

This article presents a balanced and factual report on Georgia’s new English language arts standards, specifically the inclusion of cursive handwriting in the curriculum. It provides perspectives from education officials supporting the change, parents who question its practical value, and experts discussing the cognitive and developmental benefits. The language is neutral and informative, without favoring a particular political ideology or framing the issue in partisan terms. The coverage focuses on educational policy and its implications for students, reflecting a straightforward, centrist approach.

SUMMARY: President Trump confirmed that U.S. military planes struck three nuclear sites in Iran, marking the first direct U.S. attack on the country. This escalation in the Iran-Israel conflict drew mixed reactions from Georgia and South Carolina lawmakers. Senator Jon Ossoff praised the troops but criticized the administration for a lack of details and called for Congressional consultation. Congressman James Clyburn condemned the attack as unconstitutional and risky, urging de-escalation. In contrast, Governors Brian Kemp and Henry McMaster, along with Representative Buddy Carter, supported Trump’s action, emphasizing the importance of preventing Iran from obtaining nuclear weapons and backing the troops.

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