Scaffolding Expository Reading with Picture Books: Strategies for Comprehending Informational Language
This article describes practical strategies to support teachers in using informational picture books to prepare upper elementary school students for navigating the complex language demands necessitated by expository reading. These strategies include morphological analysis, spotlighting discipline-specific vocabulary, sentence completion, unpacking nominalizations, identifying actions and their agents, deconstructing noun phrases, paraphrasing complex sentences, and syntactic anatomy. They are designed for classroom teachers to support their implementation of authentic informational texts. (Source: Reading Teacher)
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Brittany Adams,
Gillian E. Mertens,
Zhihui Fang,
Marissa Baugh Tags: Teaching and Learning in Action Source Type: research
Learning about America's Racial Issues: Beginning Difficult Conversations through Read ‐Alouds
This article recommends using read-alouds with children's literature to begin the complex conversations and learning around America's racial history and how it has led to contemporary situations. Using the bookLet the Children March, we provide examples of how to prepare for discussion and instruction that recognizes the varied experiences of diverse Americans and honors their contributions to our democracy. (Source: Reading Teacher)
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Jacquelyn M. Urbani,
Candace Monroe ‐Speed,
Bhavya Doshi Tags: Teaching and Learning in Action Source Type: research
“Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts
This article explores how six elementary teachers tried and tested approaches to embedding literacy in three very different subjects: science, history, and visual arts. Drawing on data from a design-based research project, we provide suggestions for how teachers can embed high-quality literacy instruction in multiple disciplines. (Source: Reading Teacher)
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Patrick Burke,
Eithne Kennedy Tags: Teaching and Learning in Action Source Type: research
Humanizing History: Using Historical Fiction Texts to Develop Disciplinary and Racial Literacies
This article highlights how we, as teacher educators, use historical fiction to engage teacher candidates in inquiry-based social studies lessons to develop their disciplinary and racial literacy skills and practices. Then, we offer an example of how to integrate the C3 inquiry approach usingFinding Langston (Cline-Ransome, 2018), a historical fiction text set during the Great Migration, to engage elementary-aged readers in explorations of history, sparking children ’s agency and engagement in their own learning. (Source: Reading Teacher)
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Leslie La Croix,
Colleen K. Vesely,
Bweikia F. Steen Tags: Teaching and Learning in Action Source Type: research
Promoting Early Writing Across the School Day
This article provides early educators with guidance for promoting early writing development by integrating writing opportunities throughout the school day. (Source: Reading Teacher)
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Hope K. Gerde,
Taylor Seymour,
Gary E. Bingham,
Margaret F. Quinn Tags: Teaching and Learning in Action Source Type: research
From Teacher to Literacy Coach: Negotiating Roles and Learning on the Job
AbstractThis paper responds to Ippolito et al.'s (2021) “wonder,” “What preparation and in-service support do coaches need to become systems thinkers, thought leaders, and change agents within their schools” (p. 182) by describing the obstacles and complexities experienced by two first-year literacy coaches as they transitioned fro m classroom teacher to coach. They described challenges related to adult learning principles and communication (e.g., questioning) and understanding their role and position when working with teachers. Ultimately, they wanted to feel valuable to teachers but did not know what that looke...
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Leah Ruesink,
Laura Teichert Tags: Teaching and Learning in Action Source Type: research
Biliteracy in Bilingual Programs: Understanding how Children Read Dual ‐Language Books
This article reports on a study of the think-alouds/verbal protocols of 63 Spanish-English bilingual third and fifth graders and the strategies they used to translate words and retell pages as they read DLBs. Children often took up their identities as language learners and chose to read the language with which they were less familiar. They were also strategic readers, but their strategies were not always accurate. Findings indicate that children would benefit from using DLBs in bi-/multilingual classrooms and participating in activities such as strategic, analytic translation to build their linguistic knowledge and their b...
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Lisa M. Domke Tags: Teaching and Learning in Action Source Type: research
Developing Concepts About Print: A Social Justice Literacy Approach
AbstractIt has been more than 50 years since Clay (1966) first introduced the concepts about print (CAP). Emergent readers, aged 4–5, must acquire an understanding of basic and hierarchical concepts of letters, words, and sentences; they must also learn basic knowledge about texts and books; they must develop an awareness of b ook orientation, directionality, and positions. CAP examines emergent readers' ability to recognize and understand the ways in which written language functions for the purpose of reading. However, we lovingly critique the elements of CAP (e.g., book orientation, directionality and print conventi...
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Eric B. Claravall,
Erica Walthall Tags: Teaching and Learning in Action Source Type: research
Beyond Representation: Using Nonfiction Children's Literature to Address Ableism
AbstractEducators who take an inclusive, anti-ableist stance value human variation. Teaching in pursuit of anti-ableism requires open dialogue about aspects of human diversity, complex social identities, and the contributions of people with disabilities. In this column, we build from the rich work exploring ableism via children's literature in order to push beyond representation and into the critical work of directly confronting and disrupting ableism in the classroom. (Source: Reading Teacher)
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Kara G. Hollins,
Sarah L. Schlessinger Tags: Column Source Type: research
Issue Information
(Source: Reading Teacher)
Source: Reading Teacher - March 26, 2024 Category: Child Development Tags: Issue Information Source Type: research
Following the Rules in an Unruly Writing System: The Cognitive Science of Learning to Read English
AbstractThe core task of reading is to look at letters and identify their sounds and meaning. In English, the spelling system isquasiregular, meaning it includes many reliable patterns (some so reliable they could be called "rules") but also many inconsistent ones (the sound ofEA inheat vs.head). The triangle model of reading (Seidenberg& McClelland, 1989) demonstrates that novice readers gradually learn the connections between the features of words, including their letters, the ways they make sounds, and the concepts that comprise their meaning. Learners' knowledge changes gradually based on experience pronouncing p...
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Devin M. Kearns,
Matthew J. Cooper Borkenhagen Tags: Viewpoint Source Type: research
A Response to our Critics: Agreements, Clarifications, and Children
AbstractCompton-Lilly and colleagues respond to recent critiques of their viewpoint article,Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading—published inThe Reading Teacher. We first respond to specific concerns raised by our critics. We then discuss recent legislation being enacted in statehouses across the United States that does not reflect current research. Finally, we reiterate two preeminent concerns that were not addressed by our critics: (1) instruction must be responsive to readers and (2) teachers must bring a vast range of expertise to competently serve readers who brin...
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Catherine Compton ‐Lilly,
Lucy K. Spence,
Paul L. Thomas,
Scott L. Decker Tags: VIEWPOINT Source Type: research
A Response to: Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading
This article responds to a word recognition vignette in a recent article “Stories Grounded in Decades of Research: What we Truly Know about the Teaching of Reading.” (Source: Reading Teacher)
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Heidi Anne E. Mesmer Tags: Viewpoint Source Type: research
Tools that Talk: Scaffolding Dialogic Instruction Through Close Reading of Informational Text
This article describes a comprehensive framework (iDISC) for the close reading of informational texts for elementary students that may need additional language, social, memory, or behavioral supports. The article introduces concrete tools that are used before, during, and after close reading, including cue-cards, language stems, discussion behaviors, anchor posters, and graphic organizers. The tools provide teachers with instructional scaffolds that can support their students to undertake more educative discussions with peers. (Source: Reading Teacher)
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Troy V. Mariage,
Elizabeth A. Hicks,
Sarah Reiley,
Arfang Dabo Tags: Viewpoint Source Type: research
New and Not ‐Well‐Known Research about Reading Disabilities: Teachers Want to Know
AbstractLaws, practices, and research about reading difficulties have been gradually and rapidly changing since the passage of the Individuals with Disabilities Education Act in 1974. It is difficult for schools to keep up, especially when it takes approximately 16 years for research to reach widespread public knowledge. In this article, I frame the latest research about reading difficulties within the daily discussions occurring in schools. I address misconceptions and best practices about dyslexia, learning disabilities, screening, instruction, and a comm on, but unknown cause of reading difficulties—developmental l...
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Adrea Truckenmiller Tags: Viewpoint Source Type: research
