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    Every Page Has a Purpose: Join the Movement for International Literacy Day 2025

    ILA Staff
     | Jul 08, 2025
    Young teacher with elementary students at a laptop
    International Literacy Day, held annually on September 8, marks a global moment to recognize literacy as a fundamental human right and a cornerstone of equity, opportunity, and social justice. This year, the International Literacy Association (ILA) is launching an exciting month-long campaign that celebrates this important effort through our Children’s Rights to Read initiative

    About the Campaign

    Anchored in the belief that “Every Page Has a Purpose,” we are championing every child’s fundamental right to access, enjoy, and benefit from reading. Through the lens of ILA’s Children’s Rights to Read, our campaign will unfold over five themed weeks in September. 

    We’re preparing to roll out events that include “Readers in the Wild,” where you can share sightings of people reading in everyday places, and #MyBookVoice, which spotlights book recommendations from kids themselves. Other activities will include assembling community book bags filled with stories and projects, and a call to action in support of vital public and school libraries during the run up to the American Library Association’s Banned Books Week (October 5–11, 2025).

    How to Get Involved

    Follow us on Facebook, Instagram, and LinkedIn to be notified when our activities kit is live in August. Participation can be as simple as sparking conversation in the comments, amplifying our message on your own social platforms, and using the event hashtags.

    This International Literacy Day, we invite you to commit to our campaign. Every child deserves not just to read, but to love reading. Start today by partnering with us to advocate and celebrate literacy, equity, and the transformative power of reading.

    Learn More

    Right To Read: 4 Advocacy Organizations With Resources To Fight Book Bans

    Literacy Today 
    magazine: Thinking Critically
    International Literacy Day, held annually on September 8, marks a global moment to recognize literacy as a fundamental human right and a cornerstone of equity, opportunity, and social justice. This year, the International Literacy Association...Read More
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    R. Malatesha Joshi Named Recipient of International Literacy Association’s William S. Gray Citation of Merit

    ILA Staff
     | Jul 03, 2025
    Headshot of R. Malatesha JoshiThe International Literacy Association (ILA) announced today that R. Malatesha Joshi, professor of literacy education and educational psychology at Texas A&M University, is the recipient of the ILA 2025 William S. Gray Citation of Merit.

    This honor is reserved for those who have made outstanding contributions to multiple facets of literacy development, including research, theory, and practice. Recipients have decades of impactful research to their name, making the honor akin to a lifetime achievement award.

    For more than four decades, Joshi has built a prolific career that exemplifies a rigorous integration of literacy theory, cross-linguistic research, and impactful educational practice. He has published over 125 journal articles and 21 books relating to literacy development. Joshi also co-developed the Componential Model of Reading alongside P. G. Aaron, a framework that dissected literacy into decoding, language comprehension, and reading fluency, helping to identify specific interventions for students with dyslexia and learning difficulties. 

    At Texas A&M University, where he has taught  since 2000, Joshi has made significant strides in literacy research and mentorship. He is the editor of Reading and Writing: An Interdisciplinary Journal as well as the Literacy Studies monograph series, which brings together insights from linguistics, psychologists, and cognitive neuroscientists.

    Between 1980 and 2002, Joshi organized seven NATO Advanced Study Institutes to convene global scholars in their efforts to advance literacy for all. His awards include being elected to the Reading Hall of Fame in 2021, named Regents Professor at Texas A&M University in 2022, and honored with the prestigious Samuel Torrey Orton Award and Association for Reading and Writing in Asia recognition.

    “Joshi’s remarkable contributions to cross-linguistic literacy research, teacher preparation, and orthographic knowledge have shaped the field internationally and align deeply with the legacy of William S. Gray,” said Pat Edwards, committee chair and winner of the 2024 William S. Gray Citation of Merit. “We believe Joshi’s work most fully embodies the spirit of the William S. Gray Award, with a career marked by sustained excellence, international engagement, and transformative impact on literacy education and research worldwide.”

    Joining Joshi as recipients in this year’s ILA awards and grants program are several other educators and literacy leaders: 

    • Kaha Abdi, The Ohio State University | Helen M. Robinson Grant
    • Anthonia Awhinawhi, University of South Carolina | Jeanne S. Chall Research Fellowship
    • Mallory Bourquard, Louisiana Tech University | Carrice Cummins Outstanding Preservice Educator Award   
    • Jennifer Chinenye Emelife, University of Toronto | Constance McCullough International Research Grant
    • Jackie Eunjung Relyea, North Carolina State University, James Kim, Harvard University, Patrick Rich, American Institutes for Research, and Jill Fitzgerald, The University of North Carolina at Chapel Hill | Dina Feitelson Research Award
    • Michelle Fazio Brunson, Northwestern State University | Maryann Manning Special Service Award
    • Elena ForzaniJulie CorriganDavid Slomp, and Jennifer Randall, Boston University | Albert J. Harris Award
    • Nancy Frey and Douglas Fisher, San Diego State University | Diane Lapp and James Flood Professional Collaborator Award
    • Kimberly A. Hughes, Texas Woman’s University in the School of Education | Steven A. Stahl Research Grant
    • Guofang Li, University of British Columbia | International Citation of Merit 
    • Chinwe Onwujuba, Texas State University | Nila Banton Smith Teacher as Research Grant
    • Katie Valentine, Florida State University | Timothy & Cynthia Shanahan Outstanding Dissertation Award
    • Angie Zapata, University of Missouri | Jerry Johns Outstanding Teacher Educator in Reading Award
    More information can be found on ILA’s awards and grants page. Nominations and applications for the next cycle opens in early August 2025.
    The International Literacy Association (ILA) announced today that R. Malatesha Joshi, professor of literacy education and educational psychology at Texas A&M University, is the recipient of the ILA 2025 William S. Gray Citation of Merit. This...Read More
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    In Memoriam: Kylene Beers

    ILA Staff
     | Jun 23, 2025
    Kylene BeersKylene Beers, PhD, a beloved member of the International Literacy Association for 35 years, passed away on June 20. 

    A tireless advocate for literacy and beloved educator and author, Kylene’s work transformed how we teach and engage with young readers. Her passing leaves a profound void in the world of education —as evidenced by the outpouring of heartfelt messages on her Facebook page—but her legacy endures in classrooms, libraries, and minds around the world.

    Kylene began her career as a middle school teacher, where she first recognized the disconnect many struggling readers experienced with traditional instruction. That insight became the foundation for a career devoted to closing that gap—not through rigid prescriptions, but with compassion, curiosity, and trust in every student’s potential for learning. Her groundbreaking book When Kids Can’t Read, What Teachers Can Do became a beacon for educators seeking practical strategies for teaching literacy.

    She was published in several ILA journals as well as Literacy Today, where she shared unique insight into independent reading along with colleague Bob Probst in a wildly popular article from 2021. The two have co-authored several influential works including Notice & Note and Disrupting Thinking, which urged educators to move beyond compliance-driven instruction and foster deeper engagement with texts. Kylene and Bob were also featured speakers at the ILA 2018 Conference, where they shared their philosophy not only on building better readers, but also shaping more thoughtful, empathetic citizens.

    The two participated in the ILA Next Middle Pathway Workshop, a professional learning event centered on teaching in digital and hybrid settings. They led participants through a writing prompt modeled after the poem “Where I’m From” by George Ella Lyons, where Kylene shared that writing is more than a way to show what we’ve learned, stating that, “Sometimes, like in the midst of a worldwide pandemic, we should probably use writing as a way through what we’re feeling.”

    As a former president of the National Council of Teachers of English (NCTE), Kylene was a respected leader and voice for student-centered pedagogy. In 2024, NCTE awarded her the James R. Squire Award, to which Bob wrote in her nomination letter, “She has been a model of devotion to teachers and students, to the development of literacy for all, that we would do well to emulate.” 

    Most recently, Kylene organized and hosted literacy institutes at her ranch in Waco, Texas, where she engaged with teachers from across the United States and Canada. Her final project, the next institute, is currently taking place as of this writing, proving her ongoing contribution to literacy education will continue to inspire the next generation of educators.

    Kylene will be remembered for her tireless efforts to reach students, her pioneering insights into reading, and her endless joy for supporting all teachers.

    If you would like to share a personal remembrance of Kylene, please email social@reading.org.
    Kylene Beers, PhD, a beloved member of the International Literacy Association for 35 years, passed away on June 20.  A tireless advocate for literacy and beloved educator and author, Kylene’s work transformed how we teach and engage with young...Read More
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    Boosting Fine Motor Skills Through Targeted Intervention and Purposeful Play

    Jaimie Catterall
     | Jun 20, 2025
    Elementary students writing

    Fine motor skills are a foundational part of early childhood development that play a critical role in a child's ability to perform everyday tasks and succeed academically, especially in earlier grades. In kindergarten, these skills become increasingly important as handwriting emerges as a primary method for learning and demonstrating knowledge across subjects. Without strong fine motor development, students may struggle with tasks like pencil grip, cutting with scissors, and writing legibly, which can impact their confidence and academic growth.

    In this post, I explore the importance of fine motor skills and handwriting in early education, highlight the impact of targeted interventions and purposeful play, and offer practical classroom strategies to support young learners in building these essential skills.

    Fine Motor Skills and Handwriting

    Fine motor skills are used in tasks like picking up objects, feeding oneself, threading, drawing, cutting, and dressing. They typically develop after gross motor skills and require time, patience, and practice to strengthen. By kindergarten, most children should be able to use the tripod grip with a pencil, grasp objects, use scissors to cut lines, zip and button clothes, and have mostly legible writing of letters and shapes. Some factors that can affect fine motor skills include certain medical conditions and learning differences that may require more professional assistance. Handwriting is especially important at this stage as it supports academic success across subject areas.

    One study suggested that when classroom teachers worked with occupational therapists in their classrooms, they saw a significant growth in student fine motor skills and writing abilities. The occupational therapists ran a 13-week intervention program for at-risk preschoolers with the classroom teacher in hopes of increasing the knowledge of fine motor skills and how it affects writing readiness.

    The goal of this program was to enhance the teacher's understanding of foundational prewriting skills, fine motor development, and multisensory processing needed for writing readiness in kindergarten. The preschool students that started at the beginning of the program, who were not being able to complete any prewriting or tracing skills, reportedly made significant growth in those tasks by the end of the 13 weeks.

    Another study highlighted the importance of play-based learning with a goal in mind. Goal-oriented play involves active movement that engages the body's muscles, helping to stimulate and strengthen muscle function. Motor exercises benefit all children, especially ages five to six when motor development is best stimulated. The more students are playing and developing those fine motor skills, will help their eyes and hands work together when writing starts to take place. 

    Classroom Implications

    As a kindergarten teacher, at the beginning of every year I observe my students and make notes of who is having difficulties holding a pencil or crayon, writing their name, and cutting lines with scissors. Throughout the year, I will provide targeted instruction and engaging activities to support students who are struggling, giving them opportunities to practice and strengthen their fine motor skills in fun and meaningful ways. My goal is to help students strengthen their fine motor skills early so they are not still struggling later in the year and can show progress in their writing.

    One way teachers can support fine motor skill play is offering fine motor activity bins. I keep these bins in my classroom so that all students can choose one in the morning. These bins include:

    • Playdough
    • Screwing on nuts to bolts
    • Putting links together to make a chain
    • Squeezing a tennis ball to open a slit and putting small beads inside
    • Pokey pin papers where they will use a golf tee to poke the dots on a picture
    Consider incorporating items that children can physically hold and manipulate into your teaching. The more hands-on materials and tools you use during lessons, the more beneficial it will be for young learners.

    When teaching handwriting, it is so important to explicitly teach holding a pencil, correct letter formation, spatially showing where each letter should be, and writing left to right. For students who aren't yet able to independently write letters and words, I use a highlighter to write them first, allowing the students to trace over and practice that way. For students with physical disabilities, I recommend using a pencil grip, selecting smaller pencils, breaking their crayons in half, or using thicker crayons to help with their grip. Some students can benefit from writing on a slanted surface so their shoulder and upper arm muscles are being strengthened.

    At-Home Activities

    If a student is not making adequate progress with these handwriting skills throughout the year, I will try to incorporate more fine motor activities into their learning. I also share simple fine motor activities with parents for their child to complete at home using materials they already have, without the need to purchase anything. Some of these activities include:

    • Peeling fruit
    • Squeezing sponges to transfer water into buckets
    • Peeling stickers or tape
    • Using a spray bottle
    • Rolling playdough or bread dough
    • Buttoning and zipping clothes
    Developing strong fine motor skills in early childhood is essential for building the foundation needed for handwriting and overall academic success. As handwriting becomes a central mode of learning in kindergarten, students who struggle with fine motor tasks may face challenges in keeping up with writing tasks. With intentional support through targeted interventions, purposeful play, and engaging hands-on activities, educators can help students strengthen these skills early on. By observing student needs, incorporating fine motor practice into daily routines, and partnering with families, teachers play a vital role in supporting each child’s development. Investing time in building fine motor abilities not only prepares students for writing but also fosters confidence, independence, and long-term academic growth.

    Jaimie Catterall has been teaching kindergarten for 10 years at the Spring Lake Park School District in Minnesota. She specializes in phonics and early writing instruction, helping young learners build strong literacy foundations. She is also passionate about supporting students' social-emotional growth, creating a classroom environment where children feel safe, confident, and ready to learn.

    Learn More

    Writing as Play: Engaging Elementary Students

    Literacy Today 
    magazine: Reflecting Every Reader
    Fine motor skills are a foundational part of early childhood development that play a critical role in a child's ability to perform everyday tasks and succeed academically, especially in earlier grades. In kindergarten, these skills become...Read More
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    Centering Bilingual Books in Every Literacy Classroom

    Valerie Butrón and Rita Guzmán
     | Jun 12, 2025

    Bilingual read aloud elementary

    As literacy coaches and bilingual educators, we work alongside teachers across a variety of classrooms: general education, bilingual, and special education. One of the most versatile and underutilized tools we see time and again is the bilingual picturebook. These books don't just support language learners—they elevate comprehension, vocabulary, and engagement for all students.

    Bilingual Books in General Education Classrooms

    In one first-grade classroom we supported, the teacher used a bilingual picturebook during a read-aloud even though none of her students spoke Spanish fluently. As she paused to ask comprehension questions and draw out vocabulary connections, students became highly engaged. Several began to notice cognates and root words, and one student proudly pointed out a Spanish word she'd seen on a sign in her neighborhood. That moment sparked a short writing activity where students shared words they knew from different languages. The teacher later told us it was one of the most energizing literacy blocks of the year.

    In Bilingual Classrooms: Building Bridges

    In a dual language classroom, bilingual books offer a seamless bridge between students’ home languages and academic content. One third-grade bilingual teacher used a picturebook about a cultural celebration to anchor both language and literacy standards. English-dominant and Spanish-dominant students participated in reciprocal read-alouds, switching languages and supporting one another in real time. This built not only fluency and comprehension, but also classroom community and confidence. The teacher noted that bilingual texts allowed students to bring their full linguistic selves into the learning space.

    For Special Education: Access and Affirmation

    In a special education resource room, a teacher used a bilingual book with side-by-side text to support a small group of students with IEPs. For one student with emerging English skills and a speech-language impairment, seeing the story in both languages helped reduce frustration and build confidence. The teacher paired the book with picture supports and sentence stems to scaffold comprehension. What surprised her most was how the visuals and rhythm of the bilingual text increased student participation and prompted spontaneous discussion—something rarely observed with more traditional leveled texts.

    Why It Works

    Valerie Butrón and Rita Guzmán readingBilingual books are rich with context, visuals, and rhythm—all powerful tools in supporting early literacy. When used intentionally, they:

    • Promote vocabulary development through repeated exposure and cross-linguistic connections
    • Support comprehension by engaging students in multiple modes (oral language, visuals, discussion)
    • Invite students to bring their backgrounds and interests into reading
    Even when teachers aren’t bilingual themselves, they can still use these books effectively. We’ve coached many educators on simple strategies like:
    • Previewing key vocabulary in both languages
    • Using visuals and gestures to support unfamiliar words
    • Encouraging students to share background knowledge or personal connections

    A Tool for All Classrooms

    Whether in general education, bilingual, or special education settings, bilingual picturebooks are not just for multilingual learners—they’re a high-impact tool for all students. They promote literacy through engagement, relevance, and inclusivity.It’s time we move bilingual books from the margins to the center of our literacy instruction. Not because it’s a trend or a cultural checkbox—but because it works.

    Valerie Butrón and Rita Guzmán, EdD, are co-founders of Tumbao Bilingual Books. They are experienced literacy coaches and former classroom teachers who support educators and districts across the country in designing effective and joyful language-rich instruction.

    Learn More

    Writing as Play: Engaging Elementary Students

    Literacy Today magazine: Reflecting Every Reader
    As literacy coaches and bilingual educators, we work alongside teachers across a variety of classrooms: general education, bilingual, and special education. One of the most versatile and underutilized tools we see time and again is the bilingual...Read More
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