Literacy Now

The October/November/December 2025 issue of Literacy Today, ILA’s member magazine, explores the importance of literacy coaching and how it ties in with curriculum and community.

Our guest editor for this edition, Sara Gonzalez Flechas, is a founding member of GL Books and the Literacy Center. A passionate literacy coach and advocate for bilingual students, Sarah currently serves as the national academic director leading curriculum design, teacher training, and literacy implementation across public and private institutions.

“Literacy work is never done in isolation. It thrives when we learn from one another, when we take risks, and when we keep students at the center of everything we do,” she wrote in her opening note to readers.  

Read on to learn more about the issue, how Sara approached its curation, and what she hopes readers take away from it.

Tell us how you developed your vision for this issue.

My vision for this issue was shaped by what is happening right now in Colombia. Over the past few years, we’ve been intentionally positioning literacy—not traditional EFL approaches—as a powerful and evidence-based alternative for teaching English. It has been a slow but meaningful process, and every step reinforces that the strongest results emerge when we move away from methods that, after many years, have not produced the outcomes our students deserve.

For this reason, I wanted this issue to spotlight the Colombian context and the people driving these changes. I invited Claudia González and Alberto Lozano because they have been central to rethinking English teaching in Colombia and are actively advancing research-based practices. In addition, Lauren Hegarty, Diego Garzón, Mariana Ocampo Hernández, and Carolina Caipa’s work shows what is possible when schools embrace literacy and coaching as long-term commitments—small-scale transformations that can grow into national impact. Their articles reflect a continuum: From early childhood to primary and secondary school, and even, as I mentioned in my article, system-wide implementation in public education. Together, they portray a country in motion.

How did you approach selecting contributors? What important thread ties them together?

I chose contributors whose work reflects the real challenges—and real possibilities—of doing things differently in Colombia. While each author comes from a distinct context and perspective, they share a common thread: They are practitioners who are courageously reshaping English teaching through literacy and coaching.

Their collective contributions offer a full panorama of the impact literacy can have. Tatiana Charry’s article brings us into kindergarten classrooms, while John Oyuela’s piece extends to professional development and systems-level change. Each one helps build a wide-angle view of the essential work happening across levels, regions, and school types. Together, they show a unified story: Literacy matters, and it is transforming learning in Colombia.

Your opening letter mentions how essential it is that literacy work is "never done in isolation." Can you expand upon that thinking?

In Colombia, talking about literacy immediately implies collaboration, because no part of the system can shift on its own. Real change requires participation from teachers, principals, coordinators, and families—and even students themselves.

Tatiana highlights this beautifully in her article, showing how young learners thrive when teachers and families work together. Mariana and Carolina describe how implementing a reading program was only possible because coordinators, teachers, and the principal approached the process as a shared challenge and a shared responsibility. Across schools and communities, we see that literacy grows when everyone involved understands that there is an alternative way to approach English.

This is why I intentionally included voices from all sectors and all grade levels—from pre-kindergarten to professional educators. Literacy truly is collective work.

What are some of the biggest misconceptions about literacy coaching in your experience, and how does this issue address them?

One of the biggest misconceptions is that a coach is simply an observer whose role is to evaluate or judge. In Colombia, the term “literacy coach” is not commonly used in schools, and the role is often misunderstood or, in many cases, nonexistent. In my recent work in schools in El Salvador, I found the same challenge—so much so that I recommended creating the position as part of the school structure. A coach is not there to critique from the sidelines; a coach is an active partner in the learning process.

Another misconception is that coaching is limited to supporting teachers. Literacy coaching must be present in the classroom, working directly with instruction, with students, and with the school’s curricular decisions. It is hands-on, collaborative, and centered on improving practice in real time.

This issue illustrates these ideas by showing coaches and teachers working side-by-side, reflecting together, and transforming everyday classroom interactions

What do you hope readers will take away from this issue of Literacy Today, and how do you envision it sparking further conversation about literacy coaching?

I hope readers walk away with at least two things: A renewed willingness to question traditional approaches to language teaching, especially in multilingual or bilingual contexts, and a collection of practical, realistic ideas they can bring into their schools, classrooms, or teacher training programs.

I also hope this issue encourages educators to talk more openly about literacy coaching—not as an extra role or a luxury, but as a central component of instructional transformation. My wish is that readers begin asking:

• What would change if we saw literacy coaching as essential, not optional?
• How can coaching help us break long-standing patterns and move toward evidence-based teaching?
• What might English education look like if literacy were the foundation rather than an add-on?

If this issue sparks these conversations—and inspires teams to explore literacy as a path to more equitable, effective English learning—then it will have done exactly what I hoped.

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Defining and Refining Equitable Vocabulary Instruction for English Language Learners

Literacy Today magazine: Coaching Across Borders

Barbara J. Walker, a compassionate teacher and influential scholar whose lifelong devotion to literacy touched countless educators and students, died on November 12, 2025. She was 79.

Walker served as the president of the International Reading Association (IRA; now the International Literacy Association) from 2008–2009. She began her work as a reading specialist in Oklahoma before serving in various roles that reflected her belief in the global importance of literacy. 

Walker earned her PhD in Curriculum Studies at Oklahoma State University (OSU) and went on to lead the Reading Clinic at Montana State University Billings before returning to OSU as a professor of reading. Her research centered on reading difficulties, teacher development, and literacy coaching—areas in which she became widely recognized for both her expertise and compassion.

A prolific author, Walker wrote extensively on diagnostic reading instruction, literacy coaching, and effective intervention for struggling readers. To this day, her books and teaching frameworks continue to guide reading specialists and classroom teachers. She also received numerous honors for her scholarship, including the College Reading Association’s A.B. Herr Award and distinction as a Regents Distinguished Professor for Research.

As president of IRA, Walker provided steady leadership during a time of evolving literacy practices. She supported the growing recognition of modern literacies and reaffirmed IRA’s commitment to equitable reading instruction for all learners.

Walker’s legacy continues to endure in the educators she mentored, the readers whose lives she helped change, and the professional community she served with integrity and compassion. Her impact will continue to shape literacy education for years to come.

You may make a donation in Walker’s honor here.

Strong vocabulary instruction is one of the most essential components in building a strong literacy foundation within education. Whether it be reading the description of a particular food item from a menu, filling out a job application, or decoding the questions on any licensing exam, vocabulary has been—and still remains—one of the most relevant aspects of our everyday lives.

It is critical that we as educators adapt our teaching approaches and remain up-to-date on the latest branches of vocabulary instruction. The intention of this article is to discuss the meaning of effective vocabulary, the difficulties English language learners (ELLs) face when learning vocabulary instruction in comparison to their native English-speaking peers, and effective vocabulary teaching strategies beneficial for ELL students’ literacy development throughout their academic journey.

So the first, and arguably most important question here is: What exactly is vocabulary and what determines if it is effective instruction? 

Defining vocabulary

Vocabulary refers to the words we know to communicate effectively. Vocabulary knowledge, otherwise known as the knowledge of word meanings, is primary in understanding and using language. However, when discussing the different approaches that are constructive in providing our ELL students with effective vocabulary instruction, one of the most central components is to define the actual meaning of "effective" in this context. According to the Journal of Educational Psychology, effective vocabulary instruction can be defined as:

A deliberate process of explicitly teaching words to students through interactive activities that maximize opportunities for them to hear and use new vocabulary in meaningful contexts. This method includes providing clear definitions, ensuring repeated exposure to words in different situations, and engaging students in deep processing of the words' meanings.

An example of how this can be demonstrated is through a “turn and talk” exercise. After reading an intriguing story that utilizes specific vocabulary words within the text, ask students to write a sentence and draw a picture that relates to the definition. This is great for encouraging students to draw connections from their own prior knowledge. The ability to apply effective vocabulary skills is key to the progression of comprehension in all students.

The National Reading Panel implied that vocabulary instruction is considered to be effective when taught both explicitly and incidentally. Further research has also revealed that, for ELL students, targeted instruction aimed to enhance effective vocabulary is crucial. This is to combat the challenges they face navigating through each grade with an abundance of content area texts and challenging academic language. Ultimately, effective vocabulary among ELL students can be described as one’s ability to understand a word’s meaning and apply it in the appropriate context.

Vocabulary’s role in literacy 

Research has shown that the words our students know can have a huge impact on their ability to comprehend different texts. In other words, a students’ vocabulary impacts their comprehension abilities. When focusing on students among marginalized communities, we must be very considerate of the linguistic, academic, and social-emotional challenges they navigate while teaching crucial aspects of vocabulary instruction throughout the development of their literacy education.

Even though prior research has given educators access to helpful information that allows them to expand literacy education among ELL students, the gaps in literature pertaining to effective vocabulary instruction are unambiguous and should be considered when selecting vocabulary strategies to target literacy instruction for this particular community of students. The understanding of words is representative of knowledge, and knowledge about the topic of a text strongly predicts a student’s ability to comprehend the text.

This is just scratching the surface as to why it is so vital that ELL students are equipped with constructive vocabulary instruction. To assess if an ELL student comprehended the meaning behind a text is to ask them to orally summarize what they’ve learned. Rather than asking them to complete a cookie cutter, one-size-fits-all assessment that typically requires students to provide written responses, we must be mindful of the linguistic barriers. We should be continuously implementing a sense of equity into our assessment practices rather than just equality. This approach allows students to cultivate a more individualized route to express their understanding of a text, which not only enhances conversational skills, but expands their vocabulary knowledge as well.

Having had firsthand experience myself as a student with different, but equally challenging obstacles, I know that having one teacher willing to go the extra mile can and does make all the difference.

Further reading

• Supporting vocabulary development within a multitiered system of support, Journal of Educational Psychology
• The Core Vocabulary: The Foundation of Proficient Comprehension, The Reading Teacher
• Handbook of Research on Literacy and Diversity edited by Diane Lapp, Lesley Mandel Morrow, and Robert Rueda
• Inequalities in the Early Years by Michael Sampson

Claudia Rose Addeo, PhD, is duel certified in both elementary and literacy education. As a neurodiverse leaner herself, Addeo spends much of her time advocating for the community. Addeo was the recipient of the 2024 John Beach Award for Outstanding Achievement in the PhD Literacy Program at St. John’s University. After spending five years working with students ranging from grades K-8, Addeo is now a professor at St. John’s University.

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No Empty Shelves: 10 Ways to Eliminate "Book Deserts" in Schools

Literacy Today magazine: Coaching Across Borders

As a literacy professional, I've had the unique opportunity to travel to visit schools and attend conferences with Pre-K–12 colleagues from around the country. Additionally, I spent time in teacher groups via social media talking to teachers about their concerns over the lack of resources within schools. More specifically, conversations tend to include issues related to lack of access to books for teachers. This unfortunate reality also includes students getting less access to physical books.

For the past eight years, I have delved into research, service, and teaching related to eliminating "book deserts" within schools, correctional facilities, and communities. My earlier efforts can be traced back to grant work in this area. It is important to me that I ensure my recommendations related to book deserts also include actionable models and practical solutions to prevent this phenomenon from occurring in local schools, communities, and correctional facilities.

We still need to support additional research work in this area to document this stark reality. However, the need to ensure that we are also putting together sound practices that prevent book deserts in rural and urban areas is imperative. Therefore, I offer 10 suggestions for schools looking to address the pressing reality of book deserts.

10 Recommendations for Schools to Prevent Book Deserts

• School boards and school districts should allocate funding specifically for the purchase of high-interest books in various genres. This should include ordering books from graphic novels to nonfiction texts. 
• Every school needs a year-round book donation program. The program should include letters that go out to donors, volunteers, and the community regarding books. The books can be donated, or people can donate monetary donations.
• Every school should partner with local community libraries to get copies of texts they sell at the end of the month for monthly fundraising. This will allow schools the opportunity to fill both shelves in the library and classroom libraries.
• Every early childhood, elementary, and middle grade teacher should set a goal of having 250-500 high-interest books in their classroom libraries for students.
• Every media specialist should have a ‘no empty shelves’ movement in their media center to ensure that there are ample books in every genre and sub-genre in the library.
• Schools should consider hosting book giveaways each month. This will allow students to build their own libraries.
• Every principal or assistant principal should make sure there are high-interest books in every area of the school for students to have access and to engage in reading.
• Every school should have a school volunteer reading program every Friday where volunteers read high-interest books to children in grades Pre-K through fifth grade. This will allow children to have books read to them on a more frequent basis.
• Every school should have a book buddy program where children in grades four and five read to a child in grades Pre-K through second grade.
• Every school should set up a Little Free Library for every 5-10 block radius of the school to ensure children have access to books when school is not in session.

Potentially, there are many ways to prevent book deserts within schools. However, until we deal with the reality of what this means for children in rural and urban areas with little access to physical books or the internet, we will continue to see children without access to books in local schools.

Book deserts are not a problem that can solely be solved with access to free digital books. The need for physical books to give children the experience of flipping pages and interacting with real books is still crucial for most of the children we work with each day. As literacy professionals, it is imperative we review the literacy practices in our schools and districts for the students and families we serve to ensure equity. 

We must enact new ideas to ensure we serve children in the most creative fashion imaginable. We must create policies and procedures which consider fairness for children who are in underserved communities. Additionally, we must provide access to books for the most vulnerable children to ensure we pique the reading interests of children.    

Tiffany A. Flowers, PhD, is the Marie Berrell Endowed Professor of Literacy and director of the Literacy Center at Central Michigan University. She is a native Chicagoan with a doctorate in language, literacy, and culture from the University of Iowa.

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Centering Bilingual Books in Every Literacy Classroom

Literacy Today magazine: Thinking Critically

At the ringing of the bell, students are corralled from their desks and asked to join their teacher at the front of the room. A captivating selection of children’s picturebooks housed in the woven book basket located at the front of the room excites the community of readers. 

Sitting on the colorful classroom carpet, legs crisscrossing and awe in their eyes, the last gentle kinesthetic reminder and sound of shh gives way to stark silence. The young students gaze intently at the children’s picturebook their teacher is displaying at the front of the room and the lingering anticipation invokes curiosity.

Children's picturebooks share the tales, narratives, and experiences of friends, families, and familiar places. They feature various genres and themes that invite exploration, wonder, and the circumspect to solve complex, challenging problems. Children's picturebooks unlock both fictional settings and informational ecosystems and habitats. 

When quality children’s picturebooks—like those selected from the Newbery Award, the Caldecott Medal, or ILA’s Children’s Book Awards List—are coupled with powerful literacy practices such as think-turn-talk, asking questions, and written a-ha moments on sticky notes, we can capture inquisitiveness and shoulder-to-shoulder student conversations and use that to weave an awe-inspiring learning environment. 

During the instructional literacy block, teachers have the opportunity to deliver small group instruction with an independent reading center featuring self-selected children’s picturebooks to build an interconnected reading community that honors courage, kindness, and empathy as the goals of literacy. The magical moments that are captured and presented within the pages of children’s picturebooks can spring from honorable guest readers, brought to life by digital recordings of celebrities performing readings, whisper-read in the literacy station, or vocalized as a dramatic teacher read aloud.

In today’s classroom, the most frequently read children’s picturebooks are approximately 25 years old. Circulating contemporary conversations capture that children’s picturebooks have a crowd, a crown, and the complex, complicated need for a champion.

Mirrors, windows, and sliding glass doors

Children’s picturebooks can craft a world of self-reflection, help readers develop empathy, and provide the foundation for project-based learning. Book Fairs, Book Swaps, and Book Talks can build bridges and invite open conversations to create compassionate classrooms and communities. Between the covers can lie stories and tales reflecting friends and adventure set in a world readers will find familiar or a chronological text that takes one into a new world can all be discovered by the sharing of children’s picturebooks. Animals, tall-tales, friends, and recipes all dwell inside the pages of children’s picturebooks and informational topics spanning space, plants, or spiders all peacefully cohabitate in the classroom library.

Ready, set, read

There’s no bad time to enjoy a picturebook. An after recess read-aloud can provide the perfect time to showcase the magic and splendor of children’s picturebooks. Book clubs and reading circles present a scheduled time for students to gather in nested learning communities to explore common themes on related topics. Book Buddies offer the opportunity for younger readers to have self-selected children’s picturebooks read to them by a fluent reading mentor or guide. Ebooks and iPads provide an audio narration of children’s picturebooks allotting students’ time for independent listening along with guided practice and rehearsal. 

When books are read, discussed, shared, displayed, and made available for checkout to support at-home literacy, blooming readers are presented with the opportunity to embrace reading, meaning, and the full discovery of literacy.

Curriculum connections 

Children’s picturebooks set the stage for expanded learning opportunities. Children’s picturebooks can be paired with upcoming field trips and serve as learning guides or resources to prepare students for their upcoming adventure to the local zoo or regional museum. Also, children’s picturebooks can be incorporated into social studies content and STEM topics, and can marvelously merge with math instruction. Science projects, graphic organizers, and historical timelines can be completed with the content of children’s picturebooks. 

In addition to providing a bevy of words, children’s picturebooks provide young learners with the tools to explore, understand, and help solve community problems, such as the need for food drives to address food insecurity and book drives to stock local family shelters with donated books so that all children might experience the joy of reading.

The sharing of children’s picturebooks could be followed by students writing a group, paired, or class review of the book or even the invitation of a local speaker to further address the topic or theme of the children’s picturebook in person or via technology. Librarians at local libraries can  recommend additional titles that students might enjoy available for check-out or inter-library loan for the classroom library.

The world of literacy as captured in children’s picturebooks is an ever-bountiful harvest that gives, restores, and grows. May our children find their faces, their classmates, new neighbors, far-away places, and amazing adventures in the pages of children’s picture books.

The read-aloud book basket

• Friendship/Classmates: The Day the Crayons Made Friends by Drew Daywalt and Oliver Jeffers (Penguin Young Readers Group)
• Words/Vocabulary: The Dictionary Story by Oliver Jeffers and Sam Winston (Candlewick Press)
• Science/Trees: Listen to the Language of Trees: A Story of How Forests Communicate Underground by Tera Kelley (Sourcebooks)
• Animals/Spiders: Jumper by Jessica Lanan (Roaring Brook Press)
• Family/Acceptance: Eyes That Kiss in the Corner by Joanna Ho (HarperCollins)
• Food Insecurity/SEL: Saturday at the Food Pantry by Diane O’Neill (Whitman, Albert & Company)
• Grief/Empathy: Cape by Kevin Johnson (Roaring Brook Press)
• Books/Library: Stacey’s Remarkable Books by Stacey Abrams (Harper Collins)
• PE/Recess: Ella McKeen, Kickball Queen by Beth Mills (Lerner Publishing Group)
• Social Studies/History: Fry Bread: A Native American Family Story by Kevin Noble Maillard and Juana Martinez-Neal (Roaring Brook Press)

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Centering Bilingual Books in Every Literacy Classroom

Literacy Today magazine: Reflecting Every Reader