Enjoy this preview of the articles and features in the Mar/Apr 2024 issue of ILA's The Reading Teacher.
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The Reading Teacher
Mar/Apr 2024
Volume 77, Number5
IN THIS ISSUE
TEACHING AND LEARNING IN ACTION
Biliteracy in Bilingual Programs: Understanding How Children Read Dual-Language Books
Lisa M. Domke
Promoting Early Writing Across the School Day
Hope K. Gerde, Taylor Seymour, Gary E. Bingham, Margaret F. Quinn
Developing Concepts about Print: A Social Justice Literacy Approach
Eric B. Claravall, Erica Walthall
Uses and Misuses of Commercial Reading Assessment: An Applied Framework for Decision Making in Grades K Through 6
Adrea J. Truckenmiller, Eunsoo Cho, Samantha Bourgeois, Ellie Friedman
From Teacher to Literacy Coach: Negotiating Roles and Learning on the Job
Leah Ruesink, Laura Teichert
Humanizing History: Using Historical Fiction Texts to Develop Disciplinary and Racial Literacies
Leslie La Croix, Colleen K. Vesely, Bweikia F. Steen
“Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts
Patrick Burke, Eithne Kennedy
Learning About America’s Racial Issues: Beginning Difficult Conversations through Read-Alouds
Jacquelyn M. Urbani, Candace Monroe-Speed, Bhavya Doshi
Scaffolding Expository Reading With Picture Books: Strategies for Comprehending Informational Language
Brittany Adams, Gillian E. Mertens, Zhihui Fang, Marissa Baugh
A Healthy Diet for Beginning Readers: Decodable Texts as Part of a Comprehensive Literacy Program
Ashley E. Pennell, Rebecca Lee Payne Jordan, Kindel Turner Nash, Kerry Elson, Woodrow Trathen
TEACHING WITH CHILDREN'S LITERATURE
Beyond Representation: Using Nonfiction Children’s Literature to Address Ableism
Kara G. Hollins, Sarah L. Schlessinger
VIEWPOINT
Tools that Talk: Scaffolding Dialogic Instruction Through Close Reading of Informational Text
Troy V. Mariage
, Elizabeth A. Hicks, Sarah Reiley, Arfang Dabo
New and Not-Well-Known Research About Reading Disabilities: Teachers Want to Know
Adrea Truckenmiller
Following the Rules in an Unruly Writing System: The Cognitive Science of Learning to Read English
Devin M. Kearns, Matthew J. Cooper Borkenhagen
“That’s a Third Rail Issue” Using LGBTQ+ Children’s Literature as Backup to Counter Pushback
Jon M. Wargo, Kierstin Giunco, Kyle Smith
“I Had a Deep-Down Stereotype”: Pairing Critical Literacy Practices to Examine Explicit and Implicit Gender Stereotypes With Elementary Students
Alyssa Whitford
A Response to: Stories Grounded in Decades of Research: What We Truly Know About the Teaching of Reading
Heidi Anne E. Mesmer
A Fundamentally Wrong Premise and a Disservice to the Profession: Responding to “… What We Truly Know about the Teaching of Reading”
Claude Goldenberg
A Response to Our Critics: Agreements, Clarifications, and Children
Catherine Compton-Lilly, Lucy K. Spence, Paul L. Thomas, Scott L. Decker
Students as Partners: Using an Equity-Oriented Critical Assessment Practices (Caps) Approach in Reading to Empower Students and Inform Instruction
Elena E. Forzani, Christina Dobbs, Christine Leider, Emily Malik, Melanie Gragg, Clara Greszczuk, Courtney Jesberger
Three Strategies for Supporting Elementary Writers Through the Practice of Sharing
Bethany P. Lewis
Writing and Reading Connections: A Before, During, and After Experience for Critical Thinkers
Paul Deane, Zoi A. Traga Philippakos