Teaching English and the Grammatical Use of the Pronoun: Queer(y)ing the Teaching of Writing
AbstractIn Australia, and indeed in many countries around the globe, teaching pronouns for reading comprehension and cohesion in writing in English language classrooms is not only a curriculum directive but a social justice imperative. In this paper, we combine the teaching of pronouns in English with social justice concepts of political representation and cultural recognition for gender equity. We engage a gender-expansive understanding of the term gender, beyond a male and female binary, and recognize that children identify with and express genders that are non-binary. For gender equity to progress and for children to ha...
Source: Reading Teacher - March 15, 2024 Category: Child Development Authors: Jordan Pickering,
Lisa van Leent Tags: Teaching and Learning in Action 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 13, 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 13, 2024 Category: Child Development Authors: Heidi Anne E. Mesmer Tags: Viewpoint Source Type: research
A Fundamentally Wrong Premise and a Disservice to the Profession: Responding to “… What we Truly Know about the Teaching of Reading”
This article responds to 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 13, 2024 Category: Child Development Authors: Claude Goldenberg Tags: Viewpoint Source Type: research
Enhancing Reading and Writing Skills through Systematically Integrated Instruction
This article explores the crucial relations between these skills, emphasizing the importance of understanding the "what" and "why" to effectively plan the "how" of integrated reading –writing instruction. The Interactive Dynamic Literacy Model (Kim,Reading-writing connections: Towards integrative literacy science. Springer;Journal of Learning Disabilities, 2022,55, 447), supported by empirical evidence, illustrates how reading and writing skills are interwoven, forming hierarchical, interactive, and dynamic relations, and advocates for integrated teaching to enhance the development of both skills. Understanding these rel...
Source: Reading Teacher - March 13, 2024 Category: Child Development Authors: Young ‐Suk Grace Kim,
Elizabeth Zagata Tags: Teaching and Learning in Action Source Type: research
Click, See, Do: Using Digital Scaffolding to Support Persuasive Writing Instruction for Emerging Bilingual Learners
This article using a persuasive writing example to showcase how digital technologies can be used to support all students, especially emerging bilingual learners, as they learn genre-specific norms for writing. (Source: Reading Teacher)
Source: Reading Teacher - March 13, 2024 Category: Child Development Authors: Amy Hutchison,
Anya Evmenova,
Kelley Regan,
Boris Gafurov Tags: Teaching and Learning in Action Source Type: research
LGBTQ ‐Inclusive Read‐Alouds in a Second‐Grade Classroom
AbstractAs more challenges occur to erase LGBTQ identities in the classroom, it is essential for educators to learn ways to become more inclusive. Using children's literature is a powerful way to include and center all identities. In this article, we share the journey and work of 1 s-grade teacher on a path to become more LGBTQ-inclusive with read-alouds. (Source: Reading Teacher)
Source: Reading Teacher - March 11, 2024 Category: Child Development Authors: Aimee Papola ‐Ellis,
Katie Hollenberg Tags: Teaching and Learning in Action Source Type: research
The CPB Sight Words: A New Research ‐Based High‐Frequency Wordlist for Early Reading Instruction
AbstractThis paper focuses on one of the most widely used resources by reading teachers duringearly-emergent literacy, the high-frequency wordlists commonly called ‘sight words. Existing sight word resources available to teachers are extremely outdated and/or methodologically unsound. In this Teaching and Learning in Action article, a new research-based listof high-frequency words is released for teachers, theChildren ’s Picture Book Sight Words (cpb sight words). (Source: Reading Teacher)
Source: Reading Teacher - March 7, 2024 Category: Child Development Authors: Clarence Green,
Kathleen Keogh,
Julia Prout Tags: Teaching and Learning in Action 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 6, 2024 Category: Child Development Authors: Devin M. Kearns,
Matthew J. Cooper Borkenhagen Tags: Viewpoint Source Type: research
The CPB Sight Words: A New Research ‐Based High‐Frequency Wordlist for Early Reading Instruction
AbstractThis paper focuses on one of the most widely used resources by reading teachers during early-emergent literacy, the high-frequency wordlists commonly called ‘sight words. Existing sight word resources available to teachers are extremely outdated and/or methodologically unsound. In this Teaching and Learning in Action article, a new research-based list of high-frequency words is released for teachers, theChildren ’s Picture Book Sight Words (cpb sight words). (Source: Reading Teacher)
Source: Reading Teacher - March 6, 2024 Category: Child Development Authors: Clarence Green,
Kathleen Keogh,
Julia Prout Tags: Teaching and Learning in Action Source Type: research
