Normalizing Black Students/Youth and their Families' Digital and STEAM Literacies
AbstractDue to the paucity of research that focuses on the digital and STEAM literacy practices of Black students and youth and their families in home and community spaces, this article acts as a call for awareness to understand the already-existing digital practices that acknowledges and honors their racial, cultural, and social lives. Lewis Ellison addresses four primary questions that K-12 teachers must be aware of concerning Black parents, students and youth in digital and STEM spaces: Why are Black Students ’/ Youth and Families’ Digital Literacy Practices important? What can we learn from Black Parents’ Narrati...
Source: Reading Teacher - February 1, 2023 Category: Child Development Authors: Tisha Lewis Ellison Tags: VIEWPOINT Source Type: research
Engaging with Family Literacy Scholarship: Bearing Witness to Scholars and Families of Color
AbstractAcross research, policy, and practice, the experiences, knowledge, and collective experiences of Families of Color have been routinely erased, disregarded, and ignored, despite their potential for engaging and motivating students, creating inclusive classrooms, and addressing educational inequities. In this metasynthesis, we explicitly focus on what can be learned from Scholars of Color who have strong affinities to research communities and study the language and literacy practices of families. We attend to research findings that are relevant to children and families. We focus on four particularly salient sets of f...
Source: Reading Teacher - January 31, 2023 Category: Child Development Authors: Catherine Compton ‐Lilly,
Tisha Lewis Ellison,
Rebecca Rogers Tags: VIEWPOINT Source Type: research
In and Out of the Unknown: Lessons from Immigrant Families Promoting Multiliteracies During the COVID ‐19 Pandemic
AbstractHow has the COVID-19 pandemic changed the home literacy environment, parental engagement, and home-school communications for children and families from culturally and linguistically diverse backgrounds? Data on the experiences of 231 Chinese-Canadian immigrant families with K-2 children revealed that emergency remote learning affected the home literacy environment in complex ways. While some experienced a decrease in mainstream language exposure, others also witnessed a decline in home language use and literacy engagement due to the closure of heritage language schools and absence of grandparents. Parents also diff...
Source: Reading Teacher - January 31, 2023 Category: Child Development Authors: Guofang Li,
Zhen Lin Tags: VIEWPOINT Source Type: research
Honoring Diverse Cultures Through Family Literacy Approaches That Build Family, School, and Community Partnerships
AbstractFamilies play a critical role in promoting students ’ literacy development. Family literacy practices refer to oral, written, and reading strategies that impart cultural traditions and knowledge of the world and that occur in the dominant or native language of a family. It is especially important for educators to understand and build upon such prac tices when working with multilingual, immigrant, refugee, or asylee students who are the first in their family to attend school in a new host country. Unfortunately, teachers frequently report they are at a loss as to how to engage with the adult guardians of these stu...
Source: Reading Teacher - January 31, 2023 Category: Child Development Authors: Gloria E. Miller,
Sara M. Khatib Tags: VIEWPOINT Source Type: research
Methods for Selecting Paired Picturebooks for Critical Conversations
(Source: Reading Teacher)
Source: Reading Teacher - January 24, 2023 Category: Child Development Authors: Paul H. Ricks,
Terrell A. Young,
Sara Koford Tags: TEACHING AND LEARNING GUIDE Source Type: research
Issue Information
(Source: Reading Teacher)
Source: Reading Teacher - January 24, 2023 Category: Child Development Tags: Issue Information Source Type: research
Ready for Read ‐Alouds: 10 Practices for Book‐Sharing with Infants and Toddlers
This article presents 10 research-based practices for book-sharing with infants and toddlers to foster love of reading and emergent literacy skills. For each practice, we provide examples with preverbal infants and newly verbal toddlers. We encourage teachers of reading to use these practices in their interactions with infants and toddlers and to use their role as literacy leaders to share the practices with childcare providers, families, and others who work with this age group. (Source: Reading Teacher)
Source: Reading Teacher - January 24, 2023 Category: Child Development Authors: Claire D. Vallotton,
Nicole Gardner ‐Neblett,
Loria Kim,
Tamesha Harewood,
Nell K. Duke Tags: TEACHING AND LEARNING IN ACTION Source Type: research
Story Talk: Using Strategies from an Evidence ‐Based Program to Improve Young Children's Vocabulary
AbstractStory Talk is an evidence-based language intervention that has produced significant increases in children's vocabulary (Wasik& Hindman, 2020). This paper begins with a discussion of the importance of language development in learning to read, which is the basis for Story Talk. Next, a description of Story Talk components and the strategies that teachers are trained to implement in this program are presented. Five language strategies, with particular emphasis on developing vocabulary, are discussed in detail. Finally, a description of how Story Talk can look in classrooms is provided so that teachers can visualize ho...
Source: Reading Teacher - January 24, 2023 Category: Child Development Authors: Barbara A. Wasik,
Annemarie H. Hindman Tags: TEACHING AND LEARNING IN ACTION Source Type: research
In This Issue
(Source: Reading Teacher)
Source: Reading Teacher - January 24, 2023 Category: Child Development Authors: Tanya S. Wright,
Patricia A. Edwards,
Laura Tortorelli,
Shireen Al ‐Adeimi,
Jungmin Kwon,
John Strong,
Emily Phillips‐Galloway Tags: In this Issue Source Type: research
Issue Information
(Source: Reading Teacher)
Source: Reading Teacher - January 24, 2023 Category: Child Development Tags: Issue Information Source Type: research
