ILA Resource Collections

From the ILA video library:

• Elfrieda H. Hiebert on How Word Study Promotes Student Understanding
• Susan B. Neuman on the Complexities of Teaching Vocabulary
• Heidi Anne Mesmer on Using a Lesson Routine and Prioritizing Useful Letter–Sound Patterns

From ILA journals:

• “Going Nuts for Words: Recommendations for Teaching Young Students Academic Vocabulary,” by Tricia A. Zucker, Sonia Q. Cabell, and Danielle L. Pico, The Reading Teacher
• “Playing With Words: Using Playful Learning Experiences in the Early Childhood Classroom to Build Vocabulary,” by Allyson Strmiska Masters, Molly E. Scott, Charlotte A. Wright, Tamara Spiewak Toub, David K. Dickinson, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek, The Reading Teacher
• “Relationships of Teachers’ Language and Explicit Vocabulary Instruction to Students’ Vocabulary Growth in Kindergarten,” by Jocelyn Bonnes Bowne, Hirokazu Yoshikawa, and Catherine E. Snow, Reading Research Quarterly
• “Stages, Phases, Repertoires, and Waves: Learning to Spell and Read Words,” by Shane Templeton, The Reading Teacher
• “Syllabic Versus Morphemic Analyses: Teaching Multisyllabic Word Reading to Older Struggling Readers,” by Alpana Bhattacharya, Journal of Adolescent & Adult Literacy
• “Using a Generative Vocabulary Matrix in the Learning Workshop,” by Sue C. Larson, The Reading Teacher

From Literacy Today magazine:

• “Teaching the Code of Language: How Morphology Is Connected to Language and Literacy—and How to Teach It,” by Amanda Goodwin
• “What’s Spelling Got to Do With It? Don’t Forget Spelling for Quality Reading Instruction,” by Young-Suk Grace Kim

Additional resources:

• “The Benefits of Informational Books,” by Deborah Bergman Deitcher
• “Second-Language Learners’ Vocabulary and Oral Language Development,” an ILA literacy leadership brief
• “Teaching and Assessing Spelling,” an ILA literacy leadership brief

From the ILA video library:

• Heidi Anne Mesmer on Using a Lesson Routine and Prioritizing Useful Letter–Sound Patterns
• Christina Cassano on Why Phonological Awareness and Phonics Instruction Are Essential to Comprehension
• Sonia Q. Cabell on Setting the Foundation for Reading Success
• Sonia Q. Cabell, Nell K. Duke, and Gwendolyn McMillon on Dedicating Instructional Time to Phonics Instruction

From ILA journals:

• “Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading,” by Alida K. Hudson, Karol A. Moore, Bing Han, Poh Wee Koh, Emily Binks-Cantrell, and R. Malatesha Joshi, Reading Research Quarterly
• “Everybody’s Selling It—but Just What Is Explicit, Systematic Phonics Instruction?” by Heidi Anne E. Mesmer and Priscilla L. Griffith, The Reading Teacher
• “Key Knowledge to Support Phonological Awareness and Phonics Instruction,” by Shayne B. Piasta and Alida K. Hudson, The Reading Teacher
• “The ‘P’ Word Revisited: 8 Principles for Tackling Today’s Questions and Misconceptions about Phonics Instruction,” by Kevin Flanigan, Katie Solic, and Lisa Gordon, The Reading Teacher
• “Rethinking Sight Words,” by Katharine Pace Miles, Gregory B. Rubin, and Selenid Gonzalez-Frey, The Reading Teacher
• “Targeted Reading Instruction: Four Guiding Principles,” by Heather H. Aiken, Mary Bratsch-Hines, Steve Amendum, and Lynne Vernon-Feagans, The Reading Teacher

From Literacy Today magazine:

• “Beyond What’s Essential, Effective, and Efficient: Ensuring Phonological Awareness Instruction and Assessment Are Equitable,” by Leigh E. Rohde, Katie A. Paciga, and Christina M. Cassano
• “Learning to Read Across the World: Looking at Differences and Universal Challenges in Learning to Read,” by Karin Landerl
• “Literacy Redesigned: A Look at the Results of a Restructured High School Literacy Class,” by Brandi MacDonald

Additional resources:

• “Phonological Awareness in Early Childhood Literacy Development,” an ILA position statement and research brief

From the ILA video library:

• P. David Pearson on Ensuring Research Is Used Responsibly
• Nell K. Duke on Decodable Texts and the Weight of Evidence
• Gina Cervetti on the Simple View of Reading
• Kate Roberts and Rachael Gabriel on Making Sense of Research in Education
• Emily Solari on Bridging the Research and Practice Divide
• Jimmy Kim on a Deep and Simple Science of Reading

From ILA journals:

• “Delivering on the Promise of the Science of Reading for All Children,” by Nicole P. Terry, The Reading Teacher
• “How the Science of Reading Informs 21st-Century Education,” by Yaacov Petscher, Sonia Q. Cabell, Hugh W. Catts, Donald L. Compton, Barbara R. Foorman, Sara A. Hart, Christopher J. Lonigan, Beth M. Phillips, Christopher Schatschneider, Laura M. Steacy, Nicole Patton Terry, and Richard K. Wagner, Reading Research Quarterly
• “Key Knowledge to Support Phonological Awareness and Phonics Instruction,” by Shayne B. Piasta and Alida K. Hudson, The Reading Teacher
• “Reading Wars, Reading Science, and English Learners,” by Claude Goldenberg, Reading Research Quarterly
• “The Science of Learning to Read Words: A Case for Systematic Phonics Instruction,” by Linnea C. Ehri, Reading Research Quarterly
• “What Constitutes a Science of Reading Instruction,” by Timothy Shanahan, Reading Research Quarterly

From Literacy Today magazine:

• “Beyond the Label: Looking at the Science of Reading Instruction,” by Rachael Gabriel
• “Connecting Educators With Reading Research: Best Practices for Finding Trustworthy Content,” by Janice A. Dole
• “Embracing Reading for Understanding: Expanding Our Vision of the Science of Reading,” by P. David Pearson, Gina N. Cervetti, Annemarie Sullivan Palincsar, Peter Afflerbach, Panayiota Kendeou, Gina Biancarosa, Jennifer Higgs, Miranda S. Fitzgerald, Amy I. Berman, and Matthew Hurt
• “Questioning Research: Distinguishing Incredible Reading Research Claims From More Credible (and Useful) Findings,” by George Hruby

From the ILA video library:

• Pedro Noguera on Relationship Building and Trauma-Informed Pedagogy
• Tamera Slaughter on the Work Before the Work
• Gerald Dessus on Cultivating Teacher Buy-In
• Justina Schlund on Why SEL Now?
• Jasmyn Wright on Pushing Through

From ILA journals:

• “Building Inclusivity and Empathy Through Writers’ Workshop,” by Beth Beschorner and Anna Hall, The Reading Teacher
• “Glimmers of Care: Attending to the Affective Everyday in Ninth-Grade Literacy Classrooms,” by Antero Garcia, Aaron Guggenheim, Kristina Stamatis, and Bridget Dalton, Reading Research Quarterly
• “Love as a Qualifier: Building Literacy Culture Across a School,” by Kass Minor and Marcus Harden, Journal of Adolescent & Adult Literacy
• “Reading and the Development of Social Understanding: Implications for the Literacy Classroom,” by Stephanie Kozak and Holly Recchia, The Reading Teacher
• “‘We Listened to Each Other’: Socioemotional Growth in Literature Circles,” by Elena M. Venegas, The Reading Teacher

From Literacy Today magazine:

• “Being, Belonging, Becoming: Children’s Literature That Affirms and Extends Who We Are,” by Katie Egan Cunningham and Jimmie Chengo
• “A Leader in SEL: How Social-Emotional Learning Is Now Embedded in the Curriculum in the State of Ohio,” by Kelly Bothum
• “Reading With Heart: Teaching Social-Emotional Skills Through Literature,” by Carol Jago
• “Somos Escritoras: Unleashing Our Truths Through Art and Writing,” by Tracy Flores

Additional resources:

• Learner’s Autobiography Activity, from Justina Schlund
• “What Are Your Beliefs About Matthew?” Activity, from Tamera Slaughter and Rhonda Sutton

From the ILA video library:

• Douglas Fisher and Nancy Frey on Accelerating Literacy Learning Post Pandemic
• Cornelius Minor on Values That Must Guide Pandemic and Future Teaching

From ILA journals:

• “Collision, Connection, and Conflict? Writing (Righting) Community Amid COVID-19,” by Gabrielle Oliveira and Jon M. Wargo, Journal of Adolescent & Adult Literacy
• “Facilitation Literacy: Circulating Power in Professional Learning Conversations With Teacher Colleagues,” by Danielle Lillge, Journal of Adolescent & Adult Literacy
• “Fostering Hope With Children’s Literature,” by Dixie D. Massey, Margaret Vaughn, and Elfrieda Hiebert, The Reading Teacher
• “Framing Policies and Procedures to Include Digital Literacies for Online Learning During and Beyond Crises,” by Mary Frances Rice and Don Zancanella, Journal of Adolescent & Adult Literacy
• “Impact of COVID-19 on Early Literacy Instruction for Emergent Bilinguals,” by Amy C. Crosson and Rebecca D. Silverman, Reading Research Quarterly
• “Starting With Self: Identity Work and Anti-Racist Literacy Practices,” by Tricia Ebarvia, Journal of Adolescent & Adult Literacy
• “What Does Culturally Informed Literacy Instruction Look Like?,” by Laura Beth Kelly and Cara Djonko-Moore, The Reading Teacher

From Literacy Today magazine:

• “Prioritizing Care in the Classroom: Three Key Mind-Sets for Literacy Leaders in the Wake of COVID-19,” by Jennifer Soalt and Bridget Nolen
• “Reading Aloud, Building Community: How Reading Together Allows Us to Build Worlds Together During COVID-19,” by Thu Anh Nguyen
• “Reimagining Equitable Possibilities: A Focus on ELs and Other Underrepresented Learners After COVID-19,” by Shalander “Shelly” Samuels and Donna-Marie Cole-Malott
• “Shifting Perceptions: Examining Our Mind-Sets This School Year to Help Students Develop a Joyful Relationship With Reading,” by Rhonda M. Sutton

Additional resources:

• “Diversity and Family Literacy,” by Catherine Compton-Lilly and Jennifer D. Turner

From the ILA video library:

• Don Vu on What It Means to Be a Literacy Leader
• Kenneth Kunz on Using Templates as Tools to Support Literacy Coaching
• Dana A. Robertson on Leveraging Digital Tools Within a Relational Coaching Framework
• Lisa Forehand on Building a Culture of Literacy Live or at a Distance

From ILA journals:

• “Coaching on Borrowed Time: Balancing the Roles of the Literacy Professional,” by Bethanie C. Pletcher, Alida K. Hudson, Lini John, and Alison Scott, The Reading Teacher
• "Coaching and Professional Learning: Looking for Inspiration,” by Denise N. Morgan, Celeste C. Bates, Lisa D. Aker, Jaime Dawson, Becca D. Doswell, Pam Lancaster, Enrique A. Puig, and Jeff L. Williams, The Reading Teacher
• "Designing Literacy Leadership: Fractal Motifs for Teaching and Learning,” by Cynthia Greenleaf, Mira-Lisa Katz, and Aaron Wilson, Journal of Adolescent & Adult Literacy
• "Interconnected Infrastructure for Improving Reading Instruction,” by Sarah Woulfin and Rachael E. Gabriel, Reading Research Quarterly
• "Let’s FaceTime Tonight’: Using Digital Tools to Enhance Coaching,” by Christine M. Leighton, Evelyn Ford-Connors, Dana A. Robertson, Jennifer Wyatt, Christopher J. Wagner, C. Patrick Proctor, and Jeanne R. Paratore, The Reading Teacher

From Literacy Today magazine:

• "Building a Culture of Literacy: Ideas for Making Literacy the Foundation in Your School,” by Linda Jacobson
• "Leadership By Committee: Our Middle School’s Journey to Create a Culture of Literacy,” by Anna Osborn
• "Planning Forward for Literacy: A New Lens on Professional Learning,” by Nancy Veatch and Julie Webb
• "Protecting Access and Opportunity: The Administrator’s Role as a Literacy Leader,” by Michelle Valerio and Melissa DiDonato

Additional resources:

• "Using Digital Tools to Enhance Literacy Coaching,” by Christine M. Leighton, Evelyn Ford-Connors, and Dana A. Robertson

From the ILA video library:

• Ernest Morrell on Critical Media Literacy
• Kristin Ziemke and Katie Muhtaris on Rethinking Digital Learning
• Alex Corbitt on Game-Based Literacies
• Shontoria Walker on Building Digital Skills Using Culturally Relevant Literature

From ILA journals:

• “Digital Play as Purposeful Productive Literacies in African American Boys,” by Tisha Lewis Ellison and Marva Solomon, The Reading Teacher
• “Incorporating Multimodal Literacies Into Classroom-Based Reading Assessment,” by Frank Serafini, Lindsey Moses, Dani Kachorsky, and Danielle Rylak, The Reading Teacher
• “Personal Inquiry and Online Research: Connecting Learners in Ways That Matter,” by Julie Coiro, Jill Castek, and David J. Quinn, The Reading Teacher
• “Playing With Digital Tools With Explicit Scaffolding,” by Grace Y. Kang, The Reading Teacher

From Literacy Today magazine:

• “Bilingual Matters: Using Technology to Make Education More Accessible for Emerging Bilingual Students,” by Carla España
• “Patterns of Interaction: Digital Citizenship as a Way of Being and Thinking,” by Paul Emerich France
• “Writing to Transform: Promoting Personal Digital Inquiry Through Cultivating Critical Literacy,” by Cassie J. Brownell and Jon M. Wargo

Additional resources:

• “Personal Digital Inquiry,” by Julie Coiro

From the ILA video library:

• Ernest Morrell on Critical Media Literacy
• Earl Aguilera on Engaging Students’ Critical Digital Literacies
• Troy Hicks on Digital Diligence and Civil Online Discourse
• Alex Corbitt on Game-Based Literacies
• Shontoria Walker on Building Digital Skills Using Culturally Relevant Literature

From ILA journals:

• “Connected Reading: A Framework for Understanding How Adolescents Encounter, Evaluate, and Engage With Texts in the Digital Age,” by Kristen Hawley Turner, Troy Hicks, and Lauren Zucker, Reading Research Quarterly
• “Constructing Meaning Online: Teaching Critical Reading in a Post-Truth Era,” by Brady L. Nash, The Reading Teacher
• “Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms,” by Blaine E. Smith, Mark B. Pacheco, and Mariia Khorosheva, Reading Research Quarterly
• “Transforming School Hallways Through Critical Inquiry: Multimodal Literacies for Civic Engagement,” by Tiffany DeJaynes and Christopher Curmi-Hall, Journal of Adolescent & Adult Literacy

From Literacy Today magazine:

• “Digital Skills and Digital Literacy: Knowing the Difference and Teaching Both,” by Maha Bali
• “More Than Bits and Bytes: Digital Literacies On, Behind, and Beyond the Screen,” by Earl Aguilera
• “Social Justice in a Digital Age: Promoting Empathy, Equity, and Cultural Literacy Through Digital Storytelling,” by Michael Hernandez

Additional resources:

• “Digital Citizenship,” by Kip Glazer
• “Digital Literacies,” by Jill Castek

From the ILA video library:

• Nell K. Duke on the Science of Reading Comprehension Instruction
• Stefanie B. Copp and Sonia Q. Cabell on Supporting Reading Through Writing
• Mark Weakland on Preventing and Overcoming Reading Difficulties
• Marjorie Y. Lipson, Jeanne R. Paratore, and Victoria J. Risko on Improving Outcomes for All Students
• Sonia Q. Cabell on Setting the Foundation for Reading Success
• Young-Suk Grace Kim on Listening and Reading Comprehension

From ILA journals:

• “Building Content Knowledge to Boost Comprehension in the Primary Grades,” by Sonia Q. Cabell and HyeJin Hwang, Reading Research Quarterly
• “Five Principles to Nurture Motivation Within Early Reading Interventions,” by Joy Dangora Erickson, Alessandra E. Ward, Jacquelynne Anne Boivin, and Beth Fornauf, The Reading Teacher
• “Matching Interventions to Reading Needs: A Case for Differentiation,” by Jill S. Jones, Kristin Conradi, and Steven J. Amendum, The Reading Teacher
• “Readers Who Struggle: Why Many Struggle and a Modest Proposal for Improving Their Reading,” by Timothy V. Rasinski, The Reading Teacher

From Literacy Today magazine:

• “Beyond What’s Essential, Effective, and Efficient: Ensuring Phonological Awareness Instruction and Assessment Are Equitable,” by Leigh E. Rohde, Katie A. Paciga, and Christina M. Cassano
• “Increasing Sustained Attention in Distracted Readers: Easy-to-Implement Tips and Strategies for Student Success,” by Jenny Nordman
• “Responsive Adaptations: Equity in Assessment of Emergent Bilinguals’ Reading,” by Laura Ascenzi-Moreno
• “Working With Memory Deficits: Strategies to Increase Working Memory in Struggling Readers,” by Jenny Nordman

Additional resources:

• “Early Literacy Supports for Children With Disabilities,” by Lori Skibbe
• “Instruction That Works With Emergent Bilingual Students,” by Amanda P. Goodwin and Robert Jiménez
• “Stressing Engagement in Literacy Pedagogy,” by Seth A. Parsons

From the ILA video library:

• Steve Graham on the Connections Between Reading and Writing
• Zoi A. Traga Philippakos on Rhetorical Analysis for Notetaking
• Zoi A. Traga Philippakos on Rhetorical Analysis for Writing and Reading
• Shawna Coppola on Equity in Writing Instruction
• Melanie Meehan and Kelsey Sorum on a Framework of Responsiveness

From ILA journals:

• “Code-Meshing and Writing Instruction in Multilingual Classrooms,” by Alice Y. Lee and Lara J. Handsfield, The Reading Teacher
• "Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework,” by Cynthia S. Puranik and Christopher J. Lonigan, Reading Research Quarterly
• "The Sciences of Reading and Writing Must Become More Fully Integrated,” by Steve Graham, Reading Research Quarterly
• "See, Say, Write: A Writing Routine for the Preschool Classroom,” by Stefanie B. Copp, Sonia Q. Cabell, and Laura S. Tortorelli, The Reading Teacher

From Literacy Today magazine:

• "Early Literacy: Don’t Forget Hand + Writing!” by D. Ray Reutzel
• “Early Writing Experiences: What Every Teacher and Parent Should Know About Why Young Children Need to Write,” by Deborah Wells Rowe
• "Exploring Language and Literacy: The Benefits of Invented Spelling With Our Youngest Learners,” by Chelsea Grassmeyer

Additional resources:

• "Writing in Early Education Settings,” by Hope K. Gerde and Gary E. Bingham

From the ILA video library:

• Guofang Li on Culturally Reciprocal Teaching
• Carla España and Luz Yadira Herrera on Developing a Critical Bilingual Literacies Approach to Teaching

From ILA journals:

• "Meaningful Writing Opportunities: Write-Alouds and Dialogue Journaling With Newcomer and English Learner High Schoolers," by Rebecca E. Linares, Journal of Adolescent & Adult Literacy
• "Global Citizenship as Literacy: A Critical Reflection for Teaching Multilingual Writers," by Sara P. Alvarez and Amy J. Wan, Journal of Adolescent & Adult Literacy
• "Translanguaging and Literacies," by Ofelia García and Jo Anne Kleifgen, Reading Research Quarterly
• "Translanguaging Practices and Perspectives of Four Multilingual Teens," by Shannon M. Daniel and Mark B. Pacheco, Journal of Adolescent & Adult Literacy

From Literacy Today magazine:

• "Multilingual Family Engagement: Shifting the Focus From What Families Need to How They Can Lead," by Lisa M. Dorner, Kim Song, Sujin Kim, and Lina Trigos-Carrillo

Additional resources:

• "Instruction That Works With Emergent Bilingual Students," by Amanda P. Goodwin and Robert Jiménez