Mobile Documentation: Making the Learning Process Visible to Families
AbstractThe relative ease of digitally documenting and sharing classroom life creates new challenges for teachers faced with critical decisions about what digital representations to share with families/caregivers and for what purposes. The authors explored one kindergarten teacher ’s yearlong approach to using Seesaw, a digital portfolio app, to make the process of early literacy learning in the classroom more visible to families/caregivers. Ultimately, this teacher's approach to digital documentation aimed to move the conversation between school and home from what is being learned to how learning happens, offering r...
Source: Reading Teacher - March 28, 2020 Category: Child Development Authors: Beth A. Buchholz, Summer Riley Tags: Feature Article Source Type: research

Issue Information
The Reading Teacher, Volume 73, Issue 5, Page 549-551, March/April 2020. (Source: Reading Teacher)
Source: Reading Teacher - March 4, 2020 Category: Child Development Tags: Issue Information Source Type: research

What ’s Hot in Literacy Instruction
The Reading Teacher, Volume 73, Issue 5, Page 553-555, March/April 2020. (Source: Reading Teacher)
Source: Reading Teacher - March 4, 2020 Category: Child Development Authors: Robin Griffith, Jan Lacina Tags: From The Editors Source Type: research

Making Meaning Using a Metalanguage: Grammar and International Curricula
AbstractThe International Literacy Association is a global advocacy organization, and literacy is viewed as a human right worldwide. This department highlights research and research ‐to‐practice at the international level to bring global best teaching practices to the forefront. Topics may include best practices for literacy instruction in Europe or other continents/countries, partnership and collaborative projects between international schools/teachers, and advocacy. (Source: Reading Teacher)
Source: Reading Teacher - March 4, 2020 Category: Child Development Authors: Jon Callow, Bettina Buch, Jon Callow Tags: Global Literacy Source Type: research

Translanguaging and Latinx Bilingual Readers
AbstractThe traditional monolingual and monoglossic perspective of literacy and biliteracy is compared with the perspective offered by translanguaging. The author explores how the monolingual and monoglossic view of literacy has been responsible for the failure of many Latinx bilingual students. A translanguaging perspective turns its attention toward the language actions of a bilingual reader and away from the language of a written text. Focusing on the actions of three Latinx bilingual readers —a pre‐reader, an elementary school student, and a middle school student—the author explores how bilingual readers ...
Source: Reading Teacher - March 4, 2020 Category: Child Development Authors: Ofelia Garc ía Tags: The Inside Track Source Type: research

Coaching Notes:Considerations and Possibilities
AbstractTeaching is a profession that requires ongoing professional development and learning. This ongoing learning can take place in professional learning communities, structured professional development settings, and literacy coaching contexts. This department highlights the ongoing professional development of literacy teachers. (Source: Reading Teacher)
Source: Reading Teacher - March 4, 2020 Category: Child Development Authors: Denise N. Morgan, Celeste C. Bates Tags: Literacy Coaching and Professional Development Source Type: research

Take a Close Look: Inventorying Your Classroom Library for Diverse Books
AbstractClassroom libraries are an important component of elementary classrooms. These collections support readers ’ literate identities, their motivation to read, and their access to texts that reflect a world outside of the classroom. Yet, many classrooms lack texts that mirror the racial, cultural, and linguistic diversity of students and their lived experiences. The authors—three elementary teachers (gra des 1–3) and three teacher educators—inventoried the hundreds of books in the teachers’ classrooms. The team discovered that the libraries lacked diversity across intersectional representa...
Source: Reading Teacher - March 2, 2020 Category: Child Development Authors: Janelle W. Henderson, Katherine Warren, Kathryn F. Whitmore, Amy Seely Flint, Tasha Tropp Laman, Wanda Jaggers Tags: Feature Article Source Type: research

Promoting Student Agency in Writing
AbstractWith increasing expectations on students regarding written communication, the promotion of student agency in writing is more important now than ever. Teachers must find ways to engage and empower all learners throughout the writing process so they can produce authentic and meaningful writing independently. To promote such agency, educators must allow students to do more of the work, even while scaffolding for students who need more support. Supporting students in ways that promote metacognition, using their own voice and ideas, pinpointing their individual needs, and encouraging student leadership throughout the wr...
Source: Reading Teacher - March 2, 2020 Category: Child Development Authors: Jill Barnes Tags: Teaching Tip Source Type: research

Looking for Literacy in All the Right Spaces: The Laundromat
AbstractUnderresourced communities often have limited access to print and materials to promote children's early literacy development. Recognizing that the neighborhood is a unit of social change, organizations that engage families in early reading and learning with their children, therefore, have increasingly become part of the community landscape. Recently, efforts to promote early literacy have found families in a less conventional place: the local laundromat. The authors report on a study of six laundromats in low ‐income communities, three of which were transformed to include literacy‐related play centers and three...
Source: Reading Teacher - March 2, 2020 Category: Child Development Authors: Susan B. Neuman, Maya Portillo, Donna C. Celano Tags: Feature Article Source Type: research

Using Texting to Help Families Build Their Children ’s Vocabulary at Home
AbstractTexting is increasingly used by teachers to communicate with families about classroom logistics and to support learning at home. The authors review the research evidence supporting texting as a tool for increasing family members ’ engagement and their children’s learning, including the authors’ own evidence‐based texting program, Text to Talk, which targets students’ vocabulary development. Finally, the authors offer guidelines to teachers regarding effective texting practices to maximize student learning and fami ly engagement. These guidelines might prove useful to teachers beginning to ...
Source: Reading Teacher - March 2, 2020 Category: Child Development Authors: Emily K. Snell, Barbara A. Wasik, Annemarie H. Hindman Tags: Feature Article Source Type: research

Issue Information
The Reading Teacher, Volume 73, Issue 5, Page 549-551, March/April 2020. (Source: Reading Teacher)
Source: Reading Teacher - March 2, 2020 Category: Child Development Tags: Issue Information Source Type: research

What ’s Hot in Literacy Instruction
The Reading Teacher, Volume 73, Issue 5, Page 553-555, March/April 2020. (Source: Reading Teacher)
Source: Reading Teacher - March 2, 2020 Category: Child Development Authors: Robin Griffith, Jan Lacina Tags: From The Editors Source Type: research

Making Meaning Using a Metalanguage: Grammar and International Curricula
AbstractThe International Literacy Association is a global advocacy organization, and literacy is viewed as a human right worldwide. This department highlights research and research ‐to‐practice at the international level to bring global best teaching practices to the forefront. Topics may include best practices for literacy instruction in Europe or other continents/countries, partnership and collaborative projects between international schools/teachers, and advocacy. (Source: Reading Teacher)
Source: Reading Teacher - March 2, 2020 Category: Child Development Authors: Jon Callow, Bettina Buch, Jon Callow Tags: Global Literacy Source Type: research

Translanguaging and Latinx Bilingual Readers
AbstractThe traditional monolingual and monoglossic perspective of literacy and biliteracy is compared with the perspective offered by translanguaging. The author explores how the monolingual and monoglossic view of literacy has been responsible for the failure of many Latinx bilingual students. A translanguaging perspective turns its attention toward the language actions of a bilingual reader and away from the language of a written text. Focusing on the actions of three Latinx bilingual readers —a pre‐reader, an elementary school student, and a middle school student—the author explores how bilingual readers ...
Source: Reading Teacher - March 2, 2020 Category: Child Development Authors: Ofelia Garc ía Tags: The Inside Track Source Type: research

Coaching Notes:Considerations and Possibilities
AbstractTeaching is a profession that requires ongoing professional development and learning. This ongoing learning can take place in professional learning communities, structured professional development settings, and literacy coaching contexts. This department highlights the ongoing professional development of literacy teachers. (Source: Reading Teacher)
Source: Reading Teacher - March 2, 2020 Category: Child Development Authors: Denise N. Morgan, Celeste C. Bates Tags: Literacy Coaching and Professional Development Source Type: research

Harnessing the Power of Young Readers ’ Perceptions to Support Motivation
AbstractThe authors share findings from a study that incorporated two types of participatory interview approaches (conversational drawing interviews and walking tour interviews) to elicit young students ’ (K–2) motivation‐related perceptions of a reading intervention to better understand and support their motivation for doing reading in the program. All 14 students shared perceived benefits of intervention participation, and 10 students shared perceived costs. For five students, the perceived costs appeared to outweigh the perceived benefits; these students reported that if allowed to choose, they would not p...
Source: Reading Teacher - February 27, 2020 Category: Child Development Authors: Joy Dangora Erickson, Cami Condie, Ruth Wharton ‐McDonald Tags: Feature Article Source Type: research

Setting the Stage for TALK: Strategies for Encouraging Language ‐Building Conversations
AbstractSupporting young students ’ oral language development is vital in ensuring their future success as readers. One important way that early childhood teachers can foster language development is by having extended conversations with students. The authors share research about the importance of rich teacher–student conversatio ns and explain how less verbal students may miss out on conversational opportunities. The authors also explain how to create conditions in the classroom that are supportive of students’ engagement and talk, then give specific strategies for encouraging extended conversations. (Sou...
Source: Reading Teacher - February 27, 2020 Category: Child Development Authors: Elizabeth Burke Hadley, Katherine M. Newman, Jinsil Mock Tags: Feature Article Source Type: research

Motivating Writers With Authentic Audiences
AbstractVoices From the Classroom essays share readers ’ reflections on teaching experiences, advice for new teachers, and perspectives on current issues. (Source: Reading Teacher)
Source: Reading Teacher - February 27, 2020 Category: Child Development Authors: Megan Ring Tags: Voices From The Classroom Source Type: research

Stop Surfing and Scuba Dive Into the Text
AbstractVoices From the Classroom essays share readers ’ reflections on teaching experiences, advice for new teachers, and perspectives on current issues. (Source: Reading Teacher)
Source: Reading Teacher - February 27, 2020 Category: Child Development Authors: Nathalie Powell Tags: Voices From The Classroom Source Type: research

The Core Vocabulary: The Foundation of Proficient Comprehension
AbstractA group of words, labeled the core vocabulary, can be expected to be prominent across all texts. Scholarship made possible by digital databases of words and new analytic systems has shown that approximately 2,500 morphological families account for most of the words in texts —an average of 91.5% of all words in the Common Core State Standards exemplars from kindergarten through College and Career Ready. The rare vocabulary of texts is so extensive and varied that, without a foundation in the core vocabulary, students are likely to struggle with the meanings of rare wo rds. Words are in the core vocabulary beca...
Source: Reading Teacher - February 27, 2020 Category: Child Development Authors: Elfrieda H. Hiebert Tags: Article Source Type: research

Take a Close Look: Inventorying Your Classroom Library for Diverse Books
AbstractClassroom libraries are an important component of elementary classrooms. These collections support readers ’ literate identities, their motivation to read, and their access to texts that reflect a world outside of the classroom. Yet, many classrooms lack texts that mirror the racial, cultural, and linguistic diversity of students and their lived experiences. The authors—three elementary teachers (gra des 1–3) and three teacher educators—inventoried the hundreds of books in the teachers’ classrooms. The team discovered that the libraries lacked diversity across intersectional representa...
Source: Reading Teacher - February 27, 2020 Category: Child Development Authors: Janelle W. Henderson, Katherine Warren, Kathryn F. Whitmore, Amy Seely Flint, Tasha Tropp Laman, Wanda Jaggers Tags: Feature Article Source Type: research

Promoting Student Agency in Writing
AbstractWith increasing expectations on students regarding written communication, the promotion of student agency in writing is more important now than ever. Teachers must find ways to engage and empower all learners throughout the writing process so they can produce authentic and meaningful writing independently. To promote such agency, educators must allow students to do more of the work, even while scaffolding for students who need more support. Supporting students in ways that promote metacognition, using their own voice and ideas, pinpointing their individual needs, and encouraging student leadership throughout the wr...
Source: Reading Teacher - February 27, 2020 Category: Child Development Authors: Jill Barnes Tags: Teaching Tip Source Type: research

Looking for Literacy in All the Right Spaces: The Laundromat
AbstractUnderresourced communities often have limited access to print and materials to promote children's early literacy development. Recognizing that the neighborhood is a unit of social change, organizations that engage families in early reading and learning with their children, therefore, have increasingly become part of the community landscape. Recently, efforts to promote early literacy have found families in a less conventional place: the local laundromat. The authors report on a study of six laundromats in low ‐income communities, three of which were transformed to include literacy‐related play centers and three...
Source: Reading Teacher - February 27, 2020 Category: Child Development Authors: Susan B. Neuman, Maya Portillo, Donna C. Celano Tags: Feature Article Source Type: research

Using Texting to Help Families Build Their Children ’s Vocabulary at Home
AbstractTexting is increasingly used by teachers to communicate with families about classroom logistics and to support learning at home. The authors review the research evidence supporting texting as a tool for increasing family members ’ engagement and their children’s learning, including the authors’ own evidence‐based texting program, Text to Talk, which targets students’ vocabulary development. Finally, the authors offer guidelines to teachers regarding effective texting practices to maximize student learning and fami ly engagement. These guidelines might prove useful to teachers beginning to ...
Source: Reading Teacher - February 27, 2020 Category: Child Development Authors: Emily K. Snell, Barbara A. Wasik, Annemarie H. Hindman Tags: Feature Article Source Type: research

The Core Vocabulary: The Foundation of Proficient Comprehension
AbstractA group of words, labeled the core vocabulary, can be expected to be prominent across all texts. Scholarship made possible by digital databases of words and new analytic systems has shown that approximately 2,500 morphological families account for most of the words in texts —an average of 91.5% of all words in the Common Core State Standards exemplars from kindergarten through College and Career Ready. The rare vocabulary of texts is so extensive and varied that, without a foundation in the core vocabulary, students are likely to struggle with the meanings of rare wo rds. Words are in the core vocabulary beca...
Source: Reading Teacher - February 20, 2020 Category: Child Development Authors: Elfrieda H. Hiebert Tags: Article Source Type: research

Harnessing the Power of Young Readers ’ Perceptions to Support Motivation
AbstractThe authors share findings from a study that incorporated two types of participatory interview approaches (conversational drawing interviews and walking tour interviews) to elicit young students ’ (K–2) motivation‐related perceptions of a reading intervention to better understand and support their motivation for doing reading in the program. All 14 students shared perceived benefits of intervention participation, and 10 students shared perceived costs. For five students, the perceived costs appeared to outweigh the perceived benefits; these students reported that if allowed to choose, they would not p...
Source: Reading Teacher - February 13, 2020 Category: Child Development Authors: Joy Dangora Erickson, Cami Condie, Ruth Wharton ‐McDonald Tags: Feature Article Source Type: research

Setting the Stage for TALK: Strategies for Encouraging Language ‐Building Conversations
AbstractSupporting young students ’ oral language development is vital in ensuring their future success as readers. One important way that early childhood teachers can foster language development is by having extended conversations with students. The authors share research about the importance of rich teacher–student conversatio ns and explain how less verbal students may miss out on conversational opportunities. The authors also explain how to create conditions in the classroom that are supportive of students’ engagement and talk, then give specific strategies for encouraging extended conversations. (Sou...
Source: Reading Teacher - February 13, 2020 Category: Child Development Authors: Elizabeth Burke Hadley, Katherine M. Newman, Jinsil Mock Tags: Feature Article Source Type: research

Motivating Writers With Authentic Audiences
AbstractVoices From the Classroom essays share readers ’ reflections on teaching experiences, advice for new teachers, and perspectives on current issues. (Source: Reading Teacher)
Source: Reading Teacher - February 13, 2020 Category: Child Development Authors: Megan Ring Tags: Voices From The Classroom Source Type: research

Stop Surfing and Scuba Dive Into the Text
AbstractVoices From the Classroom essays share readers ’ reflections on teaching experiences, advice for new teachers, and perspectives on current issues. (Source: Reading Teacher)
Source: Reading Teacher - February 13, 2020 Category: Child Development Authors: Nathalie Powell Tags: Voices From The Classroom Source Type: research

Cognate Instruction and Bilingual Students ’ Improved Literacy Performance
AbstractSpanish –English cognates (words from ancestrally related languages similar in appearance and meaning) are plentiful in students’ reading materials, but few researchers have documented elementary‐age bilingual (Spanish–English) students’ actual use of cognates. The authors drew from two qualitativ e research studies to show how bilingual students can be taught to use cognates to improve their spelling, writing, and reading. The third‐grade teacher's instruction included a cognate definition and examples, identification of the written similarities and differences in Spanish–English ...
Source: Reading Teacher - February 7, 2020 Category: Child Development Authors: Georgia Earnest Garc ía, Lena J. Sacco, Beatriz Eugenia Guerrero‐Arias Tags: Feature Article Source Type: research

Debugging the Writing Process: Lessons From a Comparison of Students ’ Coding and Writing Practices
In this study of novice writers and programmers in a second ‐grade classroom, the authors explored a third hypothesis: that there is a fundamental relation between the activities involved in creating a written story and in creating a computer program. The findings of this research suggest that teachers can use a combination of coding and writing to reinfor ce students’ acquisition of the writing process. (Source: Reading Teacher)
Source: Reading Teacher - February 7, 2020 Category: Child Development Authors: Ziva R. Hassenfeld, Marina Umaschi Bers Tags: Feature Article Source Type: research

Transformative Learning in a Mexican American Mothers ’ Book Club
AbstractIn this qualitative case study, the authors explored the responses of seven Mexican American mothers during a bilingual (Spanish –English) parent book club with a chapter book from their children’s elementary school literacy curriculum. The authors sought to better understand the findings of a previous study in which parents expressed new learning during comprehension‐related activities. Specifically, the authors examin ed how these women came to better understand their identities as literate individuals capable of assisting peers and their children’s literacy learning. Analysis of interviews an...
Source: Reading Teacher - February 7, 2020 Category: Child Development Authors: Pablo F. Ochoa, Ruth E. Quiroa Tags: Feature Article Source Type: research

Professional Learning With Preservice Teachers: The IRA Student Council at Clemson University
AbstractWhile highlighting an undergraduate student council at a university, the authors emphasize the importance of being involved in professional organizations. First, the authors briefly highlight scholarship related to professional learning, then give examples of ways that undergraduates were involved in professional learning and community service through their student council. The authors conclude with logistical information and pitfalls related to sustaining the student council, as well as recommendations for others who may be interested in starting councils in their communities. Although the focus of this teaching t...
Source: Reading Teacher - February 7, 2020 Category: Child Development Authors: Jonda C. McNair, Lisa D. Aker Tags: Teaching Tip Source Type: research

Debugging the Writing Process: Lessons From a Comparison of Students ’ Coding and Writing Practices
In this study of novice writers and programmers in a second ‐grade classroom, the authors explored a third hypothesis: that there is a fundamental relation between the activities involved in creating a written story and in creating a computer program. The findings of this research suggest that teachers can use a combination of coding and writing to reinfor ce students’ acquisition of the writing process. (Source: Reading Teacher)
Source: Reading Teacher - February 6, 2020 Category: Child Development Authors: Ziva R. Hassenfeld, Marina Umaschi Bers Tags: Feature Article Source Type: research

Transformative Learning in a Mexican American Mothers ’ Book Club
AbstractIn this qualitative case study, the authors explored the responses of seven Mexican American mothers during a bilingual (Spanish –English) parent book club with a chapter book from their children’s elementary school literacy curriculum. The authors sought to better understand the findings of a previous study in which parents expressed new learning during comprehension‐related activities. Specifically, the authors examin ed how these women came to better understand their identities as literate individuals capable of assisting peers and their children’s literacy learning. Analysis of interviews an...
Source: Reading Teacher - February 6, 2020 Category: Child Development Authors: Pablo F. Ochoa, Ruth E. Quiroa Tags: Feature Article Source Type: research

Professional Learning With Preservice Teachers: The IRA Student Council at Clemson University
AbstractWhile highlighting an undergraduate student council at a university, the authors emphasize the importance of being involved in professional organizations. First, the authors briefly highlight scholarship related to professional learning, then give examples of ways that undergraduates were involved in professional learning and community service through their student council. The authors conclude with logistical information and pitfalls related to sustaining the student council, as well as recommendations for others who may be interested in starting councils in their communities. Although the focus of this teaching t...
Source: Reading Teacher - February 6, 2020 Category: Child Development Authors: Jonda C. McNair, Lisa D. Aker Tags: Teaching Tip Source Type: research

Cognate Instruction and Bilingual Students ’ Improved Literacy Performance
AbstractSpanish –English cognates (words from ancestrally related languages similar in appearance and meaning) are plentiful in students’ reading materials, but few researchers have documented elementary‐age bilingual (Spanish–English) students’ actual use of cognates. The authors drew from two qualitativ e research studies to show how bilingual students can be taught to use cognates to improve their spelling, writing, and reading. The third‐grade teacher's instruction included a cognate definition and examples, identification of the written similarities and differences in Spanish–English ...
Source: Reading Teacher - February 5, 2020 Category: Child Development Authors: Georgia Earnest Garc ía, Lena J. Sacco, Beatriz Eugenia Guerrero‐Arias Tags: Feature Article Source Type: research

Book Introductions: Exploring the Why, How, and What
AbstractA book introduction during small ‐group instruction may seem like a simple task, but it actually involves multiple layers of decision making. The authors examine the why, how, and what of book introductions as a means of supporting students’ growth as readers. (Source: Reading Teacher)
Source: Reading Teacher - February 2, 2020 Category: Child Development Authors: Denise N. Morgan, Jeffery L. Williams, Celeste C. Bates Tags: Feature Article Source Type: research

Reenvisioning Spelling Instruction: Developmental Word Study Nonnegotiables
AbstractSpelling instruction has been researched over the last several decades, but unfortunately, researchers have determined that best practices have not generally transferred to classroom practice. The authors explored how quality word study professional development rooted in nonnegotiable tenets provided a framework for teacher and student construction of knowledge and practice. This work resulted in reframed conceptual knowledge on the part of the teachers and achievement growth on the part of the students. (Source: Reading Teacher)
Source: Reading Teacher - January 26, 2020 Category: Child Development Authors: Nora Vines, Jennifer Jordan, Amy D. Broemmel Tags: Feature Article Source Type: research

Scaffolding Self ‐Correction During Oral Reading
AbstractRecent research has demonstrated that self ‐correction is particularly important for beginning and struggling readers; readers who self‐correct more make progress more quickly. The authors describe findings from that research, outline how self‐correcting behavior might vary, and provide suggestions for how students’ self‐correction s can inform scaffolded instruction. (Source: Reading Teacher)
Source: Reading Teacher - January 24, 2020 Category: Child Development Authors: Tracy Johnson, Clara Mikita, Emily Rodgers, Jerome V. D ’Agostino Tags: Teaching Tip Source Type: research

Walk a Day in My Shoes: Cultivating Cross ‐Cultural Understanding Through Digital Literacy
AbstractWalk a Day in My Shoes is a curricular project designed to provide a starting point for teachers to cultivate cross ‐cultural understanding among elementary‐age students. In this curricular project, students created their own digital stories about a day spent in their shoes. Through photography, writing, and digital storytelling, each student re‐created a typical day in their life. Then, these stories were shared and exchanged among six global classrooms in the United States, Morocco, France, Romania, Malaysia, and Ireland. The goal of this project was to support students in learning about others and, at the ...
Source: Reading Teacher - January 24, 2020 Category: Child Development Authors: Lane W. Clarke Tags: Teaching Tip Source Type: research

School –Family Partnerships for Culturally Sustaining Texts
AbstractEducators of young students who want to invigorate relationships with students ’ families and boost student literacy can do so by cocreating culturally sustaining texts. A culturally sustaining text seeks to sustain a reader’s cultures, literacies, and backgrounds. The author shares step‐by‐step instructions on how to make a culturally sustaining text with students and their families using photos from the students’ neighborhoods and a language experience approach. Four major outcomes were found: School personnel increased their understanding of students’ home context, families were more ...
Source: Reading Teacher - January 24, 2020 Category: Child Development Authors: Anna Jennerjohn Tags: Teaching Tip Source Type: research

Scaffolding Self ‐Correction During Oral Reading
AbstractRecent research has demonstrated that self ‐correction is particularly important for beginning and struggling readers; readers who self‐correct more make progress more quickly. The authors describe findings from that research, outline how self‐correcting behavior might vary, and provide suggestions for how students’ self‐correction s can inform scaffolded instruction. (Source: Reading Teacher)
Source: Reading Teacher - January 24, 2020 Category: Child Development Authors: Tracy Johnson, Clara Mikita, Emily Rodgers, Jerome V. D ’Agostino Tags: Teaching Tip Source Type: research

Walk a Day in My Shoes: Cultivating Cross ‐Cultural Understanding Through Digital Literacy
AbstractWalk a Day in My Shoes is a curricular project designed to provide a starting point for teachers to cultivate cross ‐cultural understanding among elementary‐age students. In this curricular project, students created their own digital stories about a day spent in their shoes. Through photography, writing, and digital storytelling, each student re‐created a typical day in their life. Then, these stories were shared and exchanged among six global classrooms in the United States, Morocco, France, Romania, Malaysia, and Ireland. The goal of this project was to support students in learning about others and, at the ...
Source: Reading Teacher - January 24, 2020 Category: Child Development Authors: Lane W. Clarke Tags: Teaching Tip Source Type: research

School –Family Partnerships for Culturally Sustaining Texts
AbstractEducators of young students who want to invigorate relationships with students ’ families and boost student literacy can do so by cocreating culturally sustaining texts. A culturally sustaining text seeks to sustain a reader’s cultures, literacies, and backgrounds. The author shares step‐by‐step instructions on how to make a culturally sustaining text with students and their families using photos from the students’ neighborhoods and a language experience approach. Four major outcomes were found: School personnel increased their understanding of students’ home context, families were more ...
Source: Reading Teacher - January 24, 2020 Category: Child Development Authors: Anna Jennerjohn Tags: Teaching Tip Source Type: research

Issue Information
The Reading Teacher, Volume 73, Issue 4, Page 393-395, January/February 2020. (Source: Reading Teacher)
Source: Reading Teacher - December 27, 2019 Category: Child Development Tags: Issue Information Source Type: research

The Shallows? The Nature and Properties of Digital/Screen Reading
AbstractYoung students must become proficient in the new literacies of 21st ‐century technologies to be considered literate. This department explores how literacy educators can integrate information and communication technologies into the curriculum. (Source: Reading Teacher)
Source: Reading Teacher - December 27, 2019 Category: Child Development Authors: Cheryl A. McLean, Jennifer Rowsell Tags: Digital Literacy Source Type: research

Emerging Trends in Korean ‐Diaspora and Translated Korean Picture Books
The Reading Teacher, Volume 73, Issue 4, Page 399-404, January/February 2020. (Source: Reading Teacher)
Source: Reading Teacher - December 27, 2019 Category: Child Development Authors: Yoo Kyung Sung Tags: The Inside Track Source Type: research