Building a Bridge: Writing and Reading Connections in Early Childhood
This article shares research-based approaches in the context of specific examples in which the focal teacher fosters meaningful reading and writing connections using two key read-alouds as starting points. How do we make reading–writing connections in preschool across contexts and learning experiences to support children's literacy in meaningful, engaging, and developmentally appropria te ways and make connections visible to children? What high-quality reading and writing experiences influence preschoolers' engagement in activities? What ways are reading and writing addressed in your classroom across various instructiona...
Source: Reading Teacher - July 23, 2023 Category: Child Development Authors: Margaret F. Quinn,
Zoi A. Traga Philippakos Tags: Teaching and Learning Guide Source Type: research
Count Me In: Exploring Equity, Diversity, and Inclusion through Mathematics and Children's Literature
This article explores the potential of using children's literature in elementary mathematics classrooms as contexts for students to understand more fully the issues of equity, diversity, and inclusion. Informed by culturally responsive pedagogy, opportunities to link children's literature to mathematics education create cultural relevance for students and inspire confidence. An analytic framework for selecting and using children's literature provides a promising tool for teachers to question their resource choices and develop more culturally responsive pedagogy. Suggestions for resources that honor students' cultural ident...
Source: Reading Teacher - July 20, 2023 Category: Child Development Authors: Evan Throop Robinson Tags: Teaching and Learning in Action Source Type: research
A Planning Tool for Improving Interactive Read ‐Alouds: Why and How
AbstractInteractive read-alouds are versatile in that teachers can teach an array of literacy skills through this instructional strategy. However, our observations of six primary grade teachers and prior research revealed that teachers' implementation of interactive read-alouds varies. Without the necessary planning and preparation for interactive read-alouds, the richness of this instructional strategy is limited. In this article, we present a planning tool for interactive read-alouds that teachers can readily adapt for use in their classrooms. We also offer three recommendations. Together the planning tool and recommenda...
Source: Reading Teacher - July 19, 2023 Category: Child Development Authors: Elena M. Venegas,
Angelica Guanzon Tags: Teaching and Learning in Action Source Type: research
Cherishing Immigrant Parents' Aspiration to Support Multilingual Children's Literacy Development Across Languages
AbstractAs children of immigrants are increasing in number across the U.S. classrooms, schools need to develop strategies to engage with immigrant families. Structural and attitudinal issues in the school system create challenges in communicating with immigrant parents. Immigrant parents have high expectations for their children's academic achievement because they view education can bring mobility and stability to their children's future. Immigrant parents also desire that their children continue developing their home language for familial communication and transnational engagement. To enhance the home-school connections a...
Source: Reading Teacher - July 18, 2023 Category: Child Development Authors: Kwangok Song Tags: Viewpoint Source Type: research
Making the Most of Read ‐Alouds to Support Primary‐Grade Students' Inference‐Making
AbstractGenerating accurate inferences is crucial for the successful comprehension of text and is a skill that needs to be supported starting in the early grades. Teachers can support inference-making during read-aloud lessons by asking inferential questions and providing scaffolding and feedback on students' inference-making. In this article, we describe instructional principles to support students' inference-making specifically during read-alouds. We also share findings from our research in K-2 classrooms that show how inferential questions, scaffolding, and feedback in read-aloud lessons can support primary-grade studen...
Source: Reading Teacher - July 17, 2023 Category: Child Development Authors: HyeJin Hwang,
Ellen Orcutt,
Emily A. Reno,
Jasmine Kim,
Rina Miyata Harsch,
Kristen L. McMaster,
Panayiota (Pani) Kendeou,
Susan Slater Tags: Teaching and Learning in Action Source Type: research
The Alphabetic Principle and Concept of Word in Text: Two Priorities for Learners in the Emergent Stage of Literacy Development
This article addresses the characteristics of learners in the emergent stage of literacy development and describes two instructional practices that facilitate the development of the alphabetic principle and concept of word in text. (Source: Reading Teacher)
Source: Reading Teacher - July 5, 2023 Category: Child Development Authors: Kristin M. Gehsmann,
Heidi Anne Mesmer Tags: Teaching and Learning in Action Source Type: research
Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things Every Teacher Should Know and Can Do
Abstract“Black immigrant literacies” is an intersectional framework that draws from diaspora literacy, racial literacy, and transnational literacy to center race and present teachers with a lens that can support Black immigrant students and their peers' literacies in classrooms. Black immigrant youth ca n be described as first-, second-, or third-generation immigrants to the United States who identify as Black and who migrate to the United States from Africa, the Caribbean, or elsewhere. Many students from the Black immigrant population, though largely “invisible,” tend to be regarded as anew model minority and asd...
Source: Reading Teacher - July 4, 2023 Category: Child Development Authors: Patriann Smith Tags: Viewpoint Source Type: research
A Glimmer of Hope for Tomorrow: Conversations with the 2022 Social Justice Literature Award Winners
AbstractAgainst a backdrop of legislation aimed at classroom book bannings and efforts to whitewash curriculum, this article draws from interviews with the winners of the 2022 International Literacy Association's Social Justice Literature Award winners to offer hope and inspiration for literacy teachers, researchers, and most importantly, young readers. Utilizing a World Cafe approach, the authors of this article talk with the award winners about their personal stories, the origins of these social justice books, and their message for students, teachers, and caregivers in these tumultuous times. It concludes with a discussi...
Source: Reading Teacher - June 30, 2023 Category: Child Development Authors: Judith M. Dunkerly,
Char Moffit Tags: Viewpoint Source Type: research
