Abstract Decades of research offer important understandings about the nature comprehension and its development. Drawing on both classic contemporary research, in this article, we identify some key reading processes instruction, including these: Comprehension instruction should begin early, teaching word‐reading bridging skills (including graphophonological semantic cognitive flexibility, morphological awareness, fluency) supports development, is not automatic even when fluency strong, text...

Research-supported knowledge about how children develop language is considered foundational for high-quality instruction and as such, measuring developing teachers' has been emphasized across the field of early childhood. However, there a critical gap in understanding this static gained through pre-service in-service experiences connected to enacted practice. To address this, we compared regarding development assessed via traditional paper pencil measure with their used in-the-moment during...

Abstract The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” writer” labels.

This piece describes and illustrates five practices for meaningfully integrating science literacy within project-based units that center children’s identities, interests, ways of knowing.

Most schools operate as hierarchical structures, where adult stakeholders largely dictate what counts knowledge and how to teach it. While previous scholarship has documented the promise of youth-led initiatives trouble these explorations tend occur outside do not typically account for kinds changes in relations between youth adults necessary disrupt structures from within. Using third-generation cultural-historical activity theory our theoretical framework, this study we explore shifts...

Oral reading assessments provide teachers with valuable information about children’s abilities, which can then inform instruction. However, the structure of some oral (e.g., running records) have been critiqued, especially when they are used to students a prescribed “reading level”. The purpose current study was support in-service (ISTs) and pre-service (PSTs) in implementing highly supportive assessment, Listening Reading–Watching While Writing Protocol (LTR—WWWP), guides towards specific...

Prior research on peer literacy teaching tends to be conceptualized as tutoring and often focuses the cognitive aspects of reading (e.g., skills, strategies). In this multiple case study, we draw theories identity positioning propose a conceptual shift from mentoring also describe affective relational dimensions teaching. our analysis, explore how two 11th graders positioned themselves readers mentors in cross-age mentorship class public high school northeastern United States. Data sources...

Abstract This article describes an approach to designing culturally responsive literacy centers. Aligned with Gholdy Muhammad's (2020) Historically Responsive Literacy model, we reimagine centers as children from historically marginalized backgrounds. We present a five‐question tool that teachers can use they plan for offer not only opportunities build skills, but also upon children's cultural experiences, strengths, and interests. describe our approach, example of cycle lessons learned...

The authors discuss the typical practices of “March is Reading Month” and suggest modifications to better support students’ reading motivation engagement all year.

A MIXED METHODS EXPLORATION OF PRIMARY TEACHERS’ LEARNING ABOUT NEW APPROACH TO EARLY LITERACY ASSESSMENT: THE LISTENING READING–WATCHING WHILE WRITING PROTOCOL

Abstract The authors illustrate the compatibility of building K‐2 readers’ foundational skills and their motivation for completing reading related tasks within interventions. First, introduce orthographic mapping process, which requires because its role in facilitating fluent reading. Research demonstrating relation between achievement is synthesized next to convey need maximize students’ intervention tasks. Finally, offer five general design principles support motivation. They underscore...

Abstract The authors present a plan for classroom teachers and literacy professionals to conduct case studies, particularly of students’ reading motivations engagement. argue study as way practitioners contribute important knowledge the field that is grounded in practitioners’ deep, contextual understanding realities life. A roadmap conducting presented, beginning with selection an inquiry topic proceeding through data collection, analysis, sharing results. examples from authors’ other...