Issue Information
The Reading Teacher, Volume 74, Issue 3, Page 237-239, November/December 2020. (Source: Reading Teacher)
Source: Reading Teacher - November 22, 2020 Category: Child Development Tags: Issue Information Source Type: research

The Development of Sight Vocabulary
AbstractThis department highlights some of the foundational aspects of early reading and literacy instruction. Building on research ‐based practices, it offers readers a new way to look at early reading and literacy. (Source: Reading Teacher)
Source: Reading Teacher - November 22, 2020 Category: Child Development Authors: Kimberly Anderson, Donna Scanlon Tags: Early Reading/Literacy Source Type: research

Anticipation
The Reading Teacher, Volume 74, Issue 3, Page 241-242, November/December 2020. (Source: Reading Teacher)
Source: Reading Teacher - November 22, 2020 Category: Child Development Authors: Jan Lacina, Robin Griffith Tags: From The Editors Source Type: research

Literacy in Lockdown: Learning and Teaching During COVID ‐19 School Closures
AbstractAcross the globe, students have been away from schools and their teachers, but literacy learning has continued. In many countries, students ’ literacy proficiency is often measured via high‐stakes assessment tests. However, such tests do not make visible students’ literacy lives away from formal learning settings, so students are positioned as task responders, rather than as agentive readers and writers. The authors explore the fl uidity and diversity of literacy events and practices for students and their teachers observed during the recent period of COVID‐19 lockdown restrictions. (Source: Reading Teacher)
Source: Reading Teacher - November 22, 2020 Category: Child Development Authors: Liz Chamberlain, Jan Lacina, William P. Bintz, Jo Beth Jimerson, Kim Payne, Remy Zingale Tags: The Inside Track Source Type: research

Lessons From Pandemic Teaching for Content Area Learning
AbstractsLiteracy instruction does not just happen during the language arts block, as students can learn more about reading and writing during science, social studies, and mathematics. This department features examples of how teachers can teach literacy across various content areas. (Source: Reading Teacher)
Source: Reading Teacher - November 22, 2020 Category: Child Development Authors: Douglas Fisher, Nancy Frey Tags: Literacy Across Disciplines Source Type: research

The Roles of Parents in Community Korean –English Bilingual Family Literacy
This study introduces parents ’ roles in the community Korean–English bilingual family literacy program named Family Storytime. It was offered at the Korean church for 30 minutes during lunch time on Sundays over 3 months. The Korean parents played two major roles: facilitators and participants. As facilitators, the parent s advertised the literacy program to other Korean families, set up the room, managed children’s behaviors, and assisted bookplay activities. The Korean parents were active participants who responded to the book, interacted with children, and gave positive feedback to children....
Source: Reading Teacher - October 22, 2020 Category: Child Development Authors: Jongsun Wee Tags: Teaching Tip Source Type: research

Stages, Phases, Repertoires, and Waves: Learning to Spell and Read Words
AbstractCompeting theories are quite common in education. In spelling research, two general perspectives have emerged over the years: stage theory and repertoire/alternative theories. Exploring these perspectives is important because teachers need to understand how spelling knowledge is critical for learning to read words and to write them. Stage theory suggests that learners follow a developmental progression that reflects the increasing complexity of the spelling system itself. Alternative theorists suggest that learners do not follow a linear progression but are able to understand much more information about the spellin...
Source: Reading Teacher - October 19, 2020 Category: Child Development Authors: Shane Templeton Tags: Feature Article Source Type: research

Exploring Visual Narratives of the Refugee Experience With Students
AbstractThe author draws on previous work in looking at refugee literature and focuses on two different, yet arguably complimentary, examples of marginalized narratives in graphic novels that inservice teachers can use in instruction.The Nameless City by Faith Erin Hicks offers a fictional story yet delves into complex issues and themes.Illegal by Eoin Colfer and Andrew Donkin, and illustrated by Giovanni Rigano, takes a more realistic approach to the topic. Both graphic novels are effective and can lead to classroom applications. The author offers a description of the works and discussion about instructional steps for the...
Source: Reading Teacher - October 18, 2020 Category: Child Development Authors: Jason D. DeHart Tags: Teaching Tip Source Type: research

Metatalk Moves: Examining Tools for Collective Academic Discourse Learning
This study informs instruction that capitalizes on the language knowledge held by individual learners in the service of collective languag e learning for all. (Source: Reading Teacher)
Source: Reading Teacher - October 14, 2020 Category: Child Development Authors: Emily Phillips Galloway, Janna B. McClain Tags: Feature Article Source Type: research

Issue Information
The Reading Teacher, Volume 74, Issue 2, Page 113-115, September/October 2020. (Source: Reading Teacher)
Source: Reading Teacher - October 3, 2020 Category: Child Development Tags: Issue Information Source Type: research

Making Sense of Research
The Reading Teacher, Volume 74, Issue 2, Page 117-118, September/October 2020. (Source: Reading Teacher)
Source: Reading Teacher - October 3, 2020 Category: Child Development Authors: Robin Griffith, Jan Lacina Tags: From the editor Source Type: research

Decolonizing Beginning Literacy Instruction: Views From Ugandan Teachers
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 - October 3, 2020 Category: Child Development Authors: Sara Ann (Sally) Beach, Sr. Rosemary Nyirumbe, David Monk, Sr. Esther Pia Okecha, Jon Callow Tags: Global Literacy Source Type: research

Literacy Leadership From the Classroom: Learning From Teacher Leaders
AbstractTeaching is a profession that requires ongoing professional development and learning. This ongoing learning can take place in professional learning communities, in structured professional development settings, and in literacy coaching contexts. This department highlights the ongoing professional development of literacy teachers. (Source: Reading Teacher)
Source: Reading Teacher - October 3, 2020 Category: Child Development Authors: Irene C. Fountas, Gay Su Pinnell Tags: Teachers as Leaders Source Type: research

The Science of Reading: Making Sense of Research
The Reading Teacher, Volume 74, Issue 2, Page 119-125, September/October 2020. (Source: Reading Teacher)
Source: Reading Teacher - October 3, 2020 Category: Child Development Authors: Timothy Shanahan Tags: The Inside Track Source Type: research

Decolonizing Beginning Literacy Instruction: Views From Ugandan Teachers
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 - October 3, 2020 Category: Child Development Authors: Sara Ann (Sally) Beach, Sr. Rosemary Nyirumbe, David Monk, Sr. Esther Pia Okecha, Jon Callow Tags: Global Literacy Source Type: research

Making Sense of Research
The Reading Teacher, Volume 74, Issue 2, Page 117-118, September/October 2020. (Source: Reading Teacher)
Source: Reading Teacher - October 3, 2020 Category: Child Development Authors: Robin Griffith, Jan Lacina Tags: From the editor Source Type: research

Literacy Leadership From the Classroom: Learning From Teacher Leaders
AbstractTeaching is a profession that requires ongoing professional development and learning. This ongoing learning can take place in professional learning communities, in structured professional development settings, and in literacy coaching contexts. This department highlights the ongoing professional development of literacy teachers. (Source: Reading Teacher)
Source: Reading Teacher - October 3, 2020 Category: Child Development Authors: Irene C. Fountas, Gay Su Pinnell Tags: Teachers as Leaders Source Type: research

The Science of Reading: Making Sense of Research
The Reading Teacher, Volume 74, Issue 2, Page 119-125, September/October 2020. (Source: Reading Teacher)
Source: Reading Teacher - October 3, 2020 Category: Child Development Authors: Timothy Shanahan Tags: The Inside Track Source Type: research

Issue Information
The Reading Teacher, Volume 74, Issue 2, Page 113-115, September/October 2020. (Source: Reading Teacher)
Source: Reading Teacher - October 3, 2020 Category: Child Development Tags: Issue Information Source Type: research

Poetry in a Time of Pandemic
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 - September 15, 2020 Category: Child Development Authors: Jacqueline Leathers Tags: Voices from the Classroom Source Type: research

Confronting Bias With Children ’s Literature: A Preservice Teacher’s Journey to Developing a Critical Lens for Reading the Word and the World
AbstractGrounded in the work of critical literacy, the authors describe one preservice teacher ’s journey as she develops her own critical lens while selecting children’s literature and designing instruction to engage second graders in critical conversations. She helps students unpack their biases and reflects on her own assumptions while becoming more critically conscious herself. Thinki ng within and beyond the texts, the students began to critically read the word and the world as they saw the power in their voices and actions. The authors also describe three sample lessons that can be adapted for other class...
Source: Reading Teacher - September 14, 2020 Category: Child Development Authors: Katie Kelly, Lester Laminack, Evelyn Gould Tags: Feature Article Source Type: research

Incorporating Picture Books: Is the SEL Curriculum Enough for Our Students?
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 - September 14, 2020 Category: Child Development Authors: Jessica Pysarenko Tags: Voices From The Classroom Source Type: research

Confronting Bias With Children ’s Literature: A Preservice Teacher’s Journey to Developing a Critical Lens for Reading the Word and the World
AbstractGrounded in the work of critical literacy, the authors describe one preservice teacher ’s journey as she develops her own critical lens while selecting children’s literature and designing instruction to engage second graders in critical conversations. She helps students unpack their biases and reflects on her own assumptions while becoming more critically conscious herself. Thinki ng within and beyond the texts, the students began to critically read the word and the world as they saw the power in their voices and actions. The authors also describe three sample lessons that can be adapted for other class...
Source: Reading Teacher - September 14, 2020 Category: Child Development Authors: Katie Kelly, Lester Laminack, Evelyn Gould Tags: Feature Article Source Type: research

Incorporating Picture Books: Is the SEL Curriculum Enough for Our Students?
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 - September 14, 2020 Category: Child Development Authors: Jessica Pysarenko Tags: Voices From The Classroom Source Type: research

Incorporating Multimodal Literacies Into Classroom ‐Based Reading Assessment
This article is a description of classroom ‐based research that led to the development of an assessment instrument for classroom teachers designed to help teachers observe readers using a variety of semiotic resources to make sense of contemporary picture books. As the texts that young readers encounter continue to evolve from language‐d ominant texts to more complex multimodal ensembles, classroom‐based assessments must evolve as well to account for the semiotic resources that young readers use in navigating and comprehending multimodal texts. (Source: Reading Teacher)
Source: Reading Teacher - September 4, 2020 Category: Child Development Authors: Frank Serafini, Lindsey Moses, Dani Kachorsky, Danielle Rylak Tags: Feature Article Source Type: research

A University –Lab School Writing Partnership Project: Benefits of Curriculum‐Based Measures and Intervention for Students With Learning Differences
AbstractThis department highlights literacy leaders across the globe who are working in the field of literacy education. It features a variety of invited authors whose work is timely and relevant to the theme of access. (Source: Reading Teacher)
Source: Reading Teacher - August 30, 2020 Category: Child Development Authors: Michael Faggella ‐Luby, Endia Lindo, Jo Beth Jimerson, Kim Payne, Lauren Keaney, Katie Buckley, Robin Griffith, Jan Lacina Tags: Professional to Professional Source Type: research

Bringing Bilingualism to the Center of Guided Reading Instruction
AbstractEducators consider guided reading one of the most powerful instructional tools in a reading teacher ’s arsenal. Yet, when it comes to emergent bilinguals in both monolingual English and bilingual settings, guided reading is implemented monolingually, or in one language at a time. As the field of reading instruction has moved toward a more asset‐based take on students’ bilingualism, integrati ng a bilingual approach to guided reading is necessary. The authors offer educators a lens to understand how emergent bilinguals’ resources and bilingualism can be incorporated into guided reading, along wit...
Source: Reading Teacher - August 27, 2020 Category: Child Development Authors: Laura Ascenzi ‐Moreno, Rebecca Quiñones Tags: Feature Article Source Type: research

A Critical Inquiry Approach to Mentor Texts: Learn It With EASE
AbstractFourth ‐grade students were introduced to a detailed process approach to examining mentor texts and then transferring their newfound knowledge of author craft to their own independent writing. The EASE strategy was created as a way to scaffold students from merely noticing the exceptional moves that auth ors make to adeptly applying these techniques. In an effort to read like writers and then write like readers, students were taught to closely examine powerful writing craft and assess why the author may have chosen to write in that particular way. They were also required to suggest other ways to wri te the excerp...
Source: Reading Teacher - August 26, 2020 Category: Child Development Authors: Cynthia A. Dollins Tags: Feature Article Source Type: research

Responding to Informational Texts Across the Efferent –Aesthetic Continuum in Preschool
AbstractThe author compared preschool teachers ’ and students’ responses to informational texts (nonfiction) as they read together in small groups. Drawing from reader response theory, similarities and differences were found in teachers’ and students’ reading behaviors. Teachers took a predominantly efferent stance toward the texts becau se the teachers’ primary purposes were to provide students with information on topics of interest and to expose students to academic vocabulary and content. Conversely, students moved fluidly along the efferent–aesthetic continuum as they sought informat...
Source: Reading Teacher - August 23, 2020 Category: Child Development Authors: Ariel Robinson Tags: Feature Article Source Type: research

Bringing Neighborhood Dads Into Classrooms: Supporting Literacy Engagement
AbstractFathers ’ engagement in their children’s education has increased over the years, yet we know less about fathers’ perspectives and engagement in children’s literacy development. The authors focused on a fatherhood reading program that was initiated in several Title 1 schools in a large school distric t in the Southeastern United States. Findings are based on fathers’ reading in classrooms in one elementary school. Based on interviews with teachers, a focus group with fathers, and observations of fathers’ reading in the classroom, several themes were found: a positive male role mod...
Source: Reading Teacher - August 19, 2020 Category: Child Development Authors: Jacqueline Lynch, Holly Zwerling Tags: Feature Article Source Type: research

Developing Adaptive Expertise at Facilitating Dialogic Text Discussions
AbstractFacilitating rigorous and interactive (dialogic) classroom text discussions that build reading comprehension skills requires advanced forms of expertise and skills. The authors describe three different ways that discussions can evolve when practicing teachers take up the work of making their discussions more dialogic. The authors then describe some ways that teachers can reflect on these challenges to support professional learning and enhance classroom text discussion quality. (Source: Reading Teacher)
Source: Reading Teacher - August 17, 2020 Category: Child Development Authors: Dena Zook ‐Howell, Lindsay Clare Matsumura, Marguerite W. Walsh, Richard Correnti, Donna DiPrima Bickel Tags: Feature Article Source Type: research

Reading Comprehension Instruction for Students With Autism Spectrum Disorder
AbstractStudents with autism spectrum disorder (ASD) have more difficulty in achieving proficiency in reading comprehension than their neurotypical peers. As students with ASD are increasingly educated in inclusive settings, general education teachers must have knowledge of the characteristics of autism that may impede comprehension of text to understand which instructional methods will achieve the best outcomes in reading. The authors describe how to use reading assessment measures to determine an instructional approach for students with ASD. (Source: Reading Teacher)
Source: Reading Teacher - August 17, 2020 Category: Child Development Authors: Ya ‐Chih Chang, Holly M. Menzies, Anna Osipova Tags: Feature Article Source Type: research

Becoming Brave Spellers
AbstractResearch has indicated that adding mind ‐set and self‐regulation strategy instruction to the writers’ workshop framework may improve motivation, independence, and academic success in young writers. Invented spelling can strengthen the relation between phonological and orthographic representations. The authors examined the impact of growth mind‐set instruction on writing using a strategy of “brave spelling” to encourage students to use invented spelling skills to increase the sophistication of their writing. The authors combined research on invented spelling and growth mind‐set to create un...
Source: Reading Teacher - August 17, 2020 Category: Child Development Authors: Katie Schrodt, Erin FitzPatrick, Amy Elleman Tags: Teaching Tip Source Type: research

Developing Adaptive Expertise at Facilitating Dialogic Text Discussions
AbstractFacilitating rigorous and interactive (dialogic) classroom text discussions that build reading comprehension skills requires advanced forms of expertise and skills. The authors describe three different ways that discussions can evolve when practicing teachers take up the work of making their discussions more dialogic. The authors then describe some ways that teachers can reflect on these challenges to support professional learning and enhance classroom text discussion quality. (Source: Reading Teacher)
Source: Reading Teacher - August 17, 2020 Category: Child Development Authors: Dena Zook ‐Howell, Lindsay Clare Matsumura, Marguerite W. Walsh, Richard Correnti, Donna DiPrima Bickel Tags: Feature Article Source Type: research

Reading Comprehension Instruction for Students With Autism Spectrum Disorder
AbstractStudents with autism spectrum disorder (ASD) have more difficulty in achieving proficiency in reading comprehension than their neurotypical peers. As students with ASD are increasingly educated in inclusive settings, general education teachers must have knowledge of the characteristics of autism that may impede comprehension of text to understand which instructional methods will achieve the best outcomes in reading. The authors describe how to use reading assessment measures to determine an instructional approach for students with ASD. (Source: Reading Teacher)
Source: Reading Teacher - August 17, 2020 Category: Child Development Authors: Ya ‐Chih Chang, Holly M. Menzies, Anna Osipova Tags: Feature Article Source Type: research

Becoming Brave Spellers
AbstractResearch has indicated that adding mind ‐set and self‐regulation strategy instruction to the writers’ workshop framework may improve motivation, independence, and academic success in young writers. Invented spelling can strengthen the relation between phonological and orthographic representations. The authors examined the impact of growth mind‐set instruction on writing using a strategy of “brave spelling” to encourage students to use invented spelling skills to increase the sophistication of their writing. The authors combined research on invented spelling and growth mind‐set to create un...
Source: Reading Teacher - August 17, 2020 Category: Child Development Authors: Katie Schrodt, Erin FitzPatrick, Amy Elleman Tags: Teaching Tip Source Type: research

Countering Dominant Discourses and Reaffirming Cultural Identities of Learners From Refugee Backgrounds
AbstractThe authors discuss how teachers can select picture books to fully recognize the lives and identities of refugee ‐background learners, counter harmful myths, and address forced displacement in their classrooms. (Source: Reading Teacher)
Source: Reading Teacher - August 16, 2020 Category: Child Development Authors: Ekaterina Strekalova ‐Hughes, Nora Peterman Tags: Teaching Tip Source Type: research

Asking Questions Is Just the First Step: Using Upward and Downward Scaffolds
AbstractTheory and research have demonstrated the importance of teacher scaffolding to facilitate effective classroom conversations during shared book reading. When teachers scaffold conversations, young students can develop language skills more quickly. The authors describe a scaffolding framework and findings from research on how open ‐ended questions provide the first step in facilitating extended conversations that adjust scaffolding upward and downward to match student responses. The authors then outline suggestions for how teachers can scaffold conversations during shared book reading. (Source: Reading Teacher)
Source: Reading Teacher - August 13, 2020 Category: Child Development Authors: Tricia A. Zucker, Sonia Q. Cabell, Yoonkyung Oh, Xiaoning Wang Tags: Feature Article Source Type: research