A Healthy Diet for Beginning Readers: Decodable Texts as Part of a Comprehensive Literacy Program
AbstractWe suggest that a healthy literacy diet for beginning readers consists of literacy experiences along a number of dimensions, including experiences with decodable text. As such, this article explores the role of decodable texts in a comprehensive early literacy curriculum that recognizes literacy as a complex, culturally mediated, and multifaceted set of skills. We provide five guidelines for practitioners to use when evaluating decodable texts to be used with beginning readers. As an example of the type of analysis we recommend for selecting quality decodable text, we examine one decodable text for its merit in ful...
Source: Reading Teacher - February 14, 2024 Category: Child Development Authors: Ashley E. Pennell,
Rebecca Lee Payne Jordan,
Kindel Turner Nash,
Kerry Elson,
Woodrow Trathen Tags: Teaching and Learning in Action Source Type: research
History and Education of the Sacred: Black Girls and Curricular Violence in Literacy Learning
AbstractBlack girls and their literacies are genius. Yet, education, as we know it, does not consistently offer spaces for Black girls to be loved and honored. This form of neglect extends to literacy classrooms. As displayed in the news and research, Black girls experience abuse within the confines of educational walls. Educational violence against Black girls is a byproduct of dehumanization and devaluation, and it stems from history. The underlying stereotypical conditioning centered around the dehumanized, oversexualized, unladylike, Black girl may rationalize why educators overlook them when creating literacy curricul...
Source: Reading Teacher - February 13, 2024 Category: Child Development Authors: Jennifer N. Brooks,
Gholdy E. Muhammad Tags: Viewpoint 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 - February 12, 2024 Category: Child Development Authors: Leslie La Croix,
Colleen K. Vesely,
Bweikia F. Steen Tags: Teaching and Learning in Action 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 - February 8, 2024 Category: Child Development Authors: Troy V. Mariage,
Elizabeth A. Hicks,
Sarah Reiley,
Arfang Dabo Tags: Viewpoint Source Type: research
Students as Partners: Using an Equity ‐Oriented Critical Assessment Practices (CAPS) Approach in Reading to Empower Students and Inform Instruction
This article offers a framework for more equitable classroom reading assessment known as a Critical Assessment Practices (CAPS) approach. CAPS includes a set of four principles that teachers can use to partner with, and to empower, students to support more equitable and informative classroom-based reading assessment. Teachers can apply the CAPS approach to examine and adjust existing classroom reading assessment to make it more equitable and productive for students. The authors first describe a CAPS approach, then outline five stages teachers can use as they partner with students throughout assessment. Finally, the authors...
Source: Reading Teacher - February 7, 2024 Category: Child Development Authors: Elena E. Forzani,
Christina Dobbs,
Christine Leider,
Emily Malik,
Melanie Gragg,
Clara Greszczuk,
Courtney Jesberger Tags: Teaching and Learning Guide 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 - February 6, 2024 Category: Child Development Authors: Kara G. Hollins,
Sarah L. Schlessinger Tags: Column Source Type: research
Correction to Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things every Teacher Should Know and Can Do
(Source: Reading Teacher)
Source: Reading Teacher - February 5, 2024 Category: Child Development Tags: Correction 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 - February 4, 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 - February 1, 2024 Category: Child Development Authors: Patrick Burke,
Eithne Kennedy Tags: Teaching and Learning in Action Source Type: research
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 - February 1, 2024 Category: Child Development Authors: Brittany Adams,
Gillian E. Mertens,
Zhihui Fang,
Marissa Baugh Tags: Teaching and Learning in Action Source Type: research
Issue Information
(Source: Reading Teacher)
Source: Reading Teacher - January 24, 2024 Category: Child Development Tags: Issue Information Source Type: research
In This Issue 77:4
(Source: Reading Teacher)
Source: Reading Teacher - January 24, 2024 Category: Child Development Authors: Tanya S. Wright,
Patricia A. Edwards,
Laura S. Tortorelli,
John Z. Strong,
Emily Phillips Galloway Tags: In this Issue 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 - January 24, 2024 Category: Child Development Authors: Adrea Truckenmiller Tags: Viewpoint Source Type: research
