Abstract Discussions and practices focused on Black boys' literacy development and equity in U.S. classrooms require serious thought and interrogation if the aim is to move these boys toward advanced levels of reading, writing, intellectual development, and human development. Sorely, Black boys have become subjects of educational, programming, and policy experimentation endorsed by school boards that lead to instructional and curricular shortcomings in elementary classrooms. In this article, I call for a need to bring order to the literacy development of Black boys in the elementary grades by focusing on advanced literacy outcomes and the intellectual tradition. Order is needed to counter the random nature of literacy development that results in chaos and disorder as evidenced by reading outcomes and many Black boys, both high‐academically performing and low‐academically performing, being underserved in U.S. classrooms.
{"title":"Bringing Order to the Literacy Development of Black Boys in the Elementary Grades","authors":"Alfred W. Tatum","doi":"10.1002/trtr.2259","DOIUrl":"https://doi.org/10.1002/trtr.2259","url":null,"abstract":"Abstract Discussions and practices focused on Black boys' literacy development and equity in U.S. classrooms require serious thought and interrogation if the aim is to move these boys toward advanced levels of reading, writing, intellectual development, and human development. Sorely, Black boys have become subjects of educational, programming, and policy experimentation endorsed by school boards that lead to instructional and curricular shortcomings in elementary classrooms. In this article, I call for a need to bring order to the literacy development of Black boys in the elementary grades by focusing on advanced literacy outcomes and the intellectual tradition. Order is needed to counter the random nature of literacy development that results in chaos and disorder as evidenced by reading outcomes and many Black boys, both high‐academically performing and low‐academically performing, being underserved in U.S. classrooms.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"54 S1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135818840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Catherine Compton‐Lilly, Lucy K. Spence, Paul L. Thomas, Scott L. Decker
Abstract The recent dissemination of selective research findings related to reading privileges a narrow body of reading scholarship and a singular, unproven solution—teaching phonics. We offer a research‐based correction by presenting two compelling bodies of research to argue that reading instruction must be responsive to individual children. While this confluence of complexity does not deny the importance of phonics, it highlights the significant findings related to: (1) the brain and reading, and (2) the systematic observation of young readers. We argue that reductive and singular models of reading fail to honor the cultures, experiences, and diversity of children. This confluence of research findings reveals an unequivocal need for caution as states, universities, schools, and teachers adopt assumedly universal and narrow approaches to teaching reading.
{"title":"Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading","authors":"Catherine Compton‐Lilly, Lucy K. Spence, Paul L. Thomas, Scott L. Decker","doi":"10.1002/trtr.2258","DOIUrl":"https://doi.org/10.1002/trtr.2258","url":null,"abstract":"Abstract The recent dissemination of selective research findings related to reading privileges a narrow body of reading scholarship and a singular, unproven solution—teaching phonics. We offer a research‐based correction by presenting two compelling bodies of research to argue that reading instruction must be responsive to individual children. While this confluence of complexity does not deny the importance of phonics, it highlights the significant findings related to: (1) the brain and reading, and (2) the systematic observation of young readers. We argue that reductive and singular models of reading fail to honor the cultures, experiences, and diversity of children. This confluence of research findings reveals an unequivocal need for caution as states, universities, schools, and teachers adopt assumedly universal and narrow approaches to teaching reading.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"25 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135973346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Comprehending Poetry with Social Justice Themes","authors":"Tara Concannon‐Gibney","doi":"10.1002/trtr.2260","DOIUrl":"https://doi.org/10.1002/trtr.2260","url":null,"abstract":"","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"151 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135872391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper pushes beyond current debates over what is being called the science of reading to articulate a multidimensional complex conception of what is entailed in reading comprehension. Reading comprehension entails not only cognitive processes, but equally important is how issues of identity along multiple dimensions, perceptions of tasks and settings, social and emotional relationships intersect to shape effort and motivation to comprehend. The paper argues that a central problem in the typical teaching of reading comprehension in the K–12 sector is insufficient attention to processes or meaning making. Typical instruction focuses on the outcomes of comprehension, but not on how readers can/should go about trying to make sense of texts. Such instruction can be created by communities of teachers who examine the sources of text difficulty in texts they are teaching. The paper offers explicit criteria for evaluating sources of text complexity in informational and literary texts, and in so doing push beyond the boundaries of traditional Lexile scores.
{"title":"We Ask Students What they Understand, Not How they Understand: Making Reasoning Comprehension Processes Visible and Explicit","authors":"Carol D. Lee","doi":"10.1002/trtr.2255","DOIUrl":"https://doi.org/10.1002/trtr.2255","url":null,"abstract":"Abstract This paper pushes beyond current debates over what is being called the science of reading to articulate a multidimensional complex conception of what is entailed in reading comprehension. Reading comprehension entails not only cognitive processes, but equally important is how issues of identity along multiple dimensions, perceptions of tasks and settings, social and emotional relationships intersect to shape effort and motivation to comprehend. The paper argues that a central problem in the typical teaching of reading comprehension in the K–12 sector is insufficient attention to processes or meaning making. Typical instruction focuses on the outcomes of comprehension, but not on how readers can/should go about trying to make sense of texts. Such instruction can be created by communities of teachers who examine the sources of text difficulty in texts they are teaching. The paper offers explicit criteria for evaluating sources of text complexity in informational and literary texts, and in so doing push beyond the boundaries of traditional Lexile scores.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kathryn L. Roberts, Poonam Arya, Kathleen K. Plond
Abstract In this article we report the results and classroom implications of a qualitative study that explored third‐grade students' interactions with each other as they partner read. Participants included 10 students, each of whom engaged in three readings with a partner during recorded observations. All students had been taught structures for partner reading and numerous reading strategies by their classroom teacher. The transcripts of the readings were parsed, annotated with observational notes, and coded using descriptive phrases. Students' interactions with each other during the readings revealed that they are capable of productively using their time to support learning during partner reading and spend relatively little time off task and that their use of strategies varies with context (text interest, text difficulty, turn‐taking patterns). Classroom implications for these findings are discussed.
{"title":"Partnering for Success: Text and Peer Engagement During Paired Reading","authors":"Kathryn L. Roberts, Poonam Arya, Kathleen K. Plond","doi":"10.1002/trtr.2256","DOIUrl":"https://doi.org/10.1002/trtr.2256","url":null,"abstract":"Abstract In this article we report the results and classroom implications of a qualitative study that explored third‐grade students' interactions with each other as they partner read. Participants included 10 students, each of whom engaged in three readings with a partner during recorded observations. All students had been taught structures for partner reading and numerous reading strategies by their classroom teacher. The transcripts of the readings were parsed, annotated with observational notes, and coded using descriptive phrases. Students' interactions with each other during the readings revealed that they are capable of productively using their time to support learning during partner reading and spend relatively little time off task and that their use of strategies varies with context (text interest, text difficulty, turn‐taking patterns). Classroom implications for these findings are discussed.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135351644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Covid‐19‐related school closures worldwide had an enormous impact on literacy instruction and learning. In this article, we share an overview of what research tells us about what happened to elementary learners' reading comprehension during these school closures and what reading comprehension instruction looked like in homes and schools during this time. We also provide recommendations for the path forward on the road to revitalizing reading comprehension achievement.
{"title":"Reading Comprehension and the <scp>COVID</scp>‐19 Pandemic: What Happened and What Can We Do About It?","authors":"Janice F. Almasi, Dongyang Yuan","doi":"10.1002/trtr.2254","DOIUrl":"https://doi.org/10.1002/trtr.2254","url":null,"abstract":"Abstract Covid‐19‐related school closures worldwide had an enormous impact on literacy instruction and learning. In this article, we share an overview of what research tells us about what happened to elementary learners' reading comprehension during these school closures and what reading comprehension instruction looked like in homes and schools during this time. We also provide recommendations for the path forward on the road to revitalizing reading comprehension achievement.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dorea Kleker, Kathy G. Short, HeeYoung Kim, Reena Joseph
Abstract Books can provide compelling invitations for children to explore global cultures, but how those books are used influences whether readers connect information about a particular global community to that culture's deeper values. Our concerns about reducing the cultural richness of a global community and establishing stereotypes led us to explore engagements for children that encourage a cosmopolitan orientation. Through this orientation, children balance critical reflection on their own cultural loyalties with critical reflection on their openness to an unfamiliar global culture. This article focuses on our learning as teachers in an afterschool club and our recognition that books can close rather than open children's minds and build walls rather than bridges across cultures.
{"title":"The Complexity of Building Bridges of Books Across Global Cultures","authors":"Dorea Kleker, Kathy G. Short, HeeYoung Kim, Reena Joseph","doi":"10.1002/trtr.2249","DOIUrl":"https://doi.org/10.1002/trtr.2249","url":null,"abstract":"Abstract Books can provide compelling invitations for children to explore global cultures, but how those books are used influences whether readers connect information about a particular global community to that culture's deeper values. Our concerns about reducing the cultural richness of a global community and establishing stereotypes led us to explore engagements for children that encourage a cosmopolitan orientation. Through this orientation, children balance critical reflection on their own cultural loyalties with critical reflection on their openness to an unfamiliar global culture. This article focuses on our learning as teachers in an afterschool club and our recognition that books can close rather than open children's minds and build walls rather than bridges across cultures.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135350831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Offering a heuristic to apprentice young children into the disciplines, we examine how one multiage classroom teacher leveraged the resources of personal digital inquiry to forward students’ knowledge building.
{"title":"Interrogating Young Children's Itineraries for Writing: Promoting Disciplinary Literacy through Personal Digital Inquiry","authors":"Jon M. Wargo, Kierstin Giunco","doi":"10.1002/trtr.2253","DOIUrl":"https://doi.org/10.1002/trtr.2253","url":null,"abstract":"Abstract Offering a heuristic to apprentice young children into the disciplines, we examine how one multiage classroom teacher leveraged the resources of personal digital inquiry to forward students’ knowledge building.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article (a) explores the experience of an early childhood teacher researcher as she intentionally uses interactive read‐alouds to promote social justice and to encourage critical consciousness in her preschool classroom and (b) offers guidance for educators to embark on their own social justice journey. Over the course of a 2‐year study, the teacher engaged the children with 12 books. Findings describe the personal and professional evolution of the teacher researcher as social justice became her “way of being.” As she studied and reflected on issues of oppression and equity, and considered her own classroom read‐alouds, she shifted her approach from centering social–emotional learning to social justice. This shift was marked by changes in book selection and presentation and by two key turning points. Findings also detail the roles the teacher adopted as she explored books with her students and illustrate how these roles supported and prompted social justice. Self‐reflection points and steps are included to support educators in teaching for social justice.
{"title":"Teaching for Social Justice: A Teacher Researcher's Journey and Evolution","authors":"Norline R. Wild","doi":"10.1002/trtr.2252","DOIUrl":"https://doi.org/10.1002/trtr.2252","url":null,"abstract":"Abstract This article (a) explores the experience of an early childhood teacher researcher as she intentionally uses interactive read‐alouds to promote social justice and to encourage critical consciousness in her preschool classroom and (b) offers guidance for educators to embark on their own social justice journey. Over the course of a 2‐year study, the teacher engaged the children with 12 books. Findings describe the personal and professional evolution of the teacher researcher as social justice became her “way of being.” As she studied and reflected on issues of oppression and equity, and considered her own classroom read‐alouds, she shifted her approach from centering social–emotional learning to social justice. This shift was marked by changes in book selection and presentation and by two key turning points. Findings also detail the roles the teacher adopted as she explored books with her students and illustrate how these roles supported and prompted social justice. Self‐reflection points and steps are included to support educators in teaching for social justice.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135696097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract During the 2020–2021 school year, the COVID‐19 pandemic forced millions of students and teachers into hybrid or fully remote modalities. Compiling the experiences of teachers who taught foundational reading skills to their primary‐age students in a hybrid model (a mix of both remote learners at home, joining via video conferencing, as well as in‐person learners in the classroom), the authors demonstrate the challenges and successes that innovative elementary teachers saw with students' reading. Through observations, interviews, and lesson reviews, key ideas emerged that could make remote instruction more effective in the future. First, teachers who build classroom culture in hybrid spaces must do so with the same amount of intention as they would in physical spaces. Second, the purposeful design of synchronous and asynchronous instructions has the potential to affect student learning in a positive manner. And, finally, the instructional strategies teachers use to introduce and reinforce foundational reading skills led to success.
{"title":"Teaching Remotely without Being Distant: Implications for Primary Age Students' Learning of Foundational Reading Skills","authors":"Mariah Fiona Kramer, Troy Hicks","doi":"10.1002/trtr.2250","DOIUrl":"https://doi.org/10.1002/trtr.2250","url":null,"abstract":"Abstract During the 2020–2021 school year, the COVID‐19 pandemic forced millions of students and teachers into hybrid or fully remote modalities. Compiling the experiences of teachers who taught foundational reading skills to their primary‐age students in a hybrid model (a mix of both remote learners at home, joining via video conferencing, as well as in‐person learners in the classroom), the authors demonstrate the challenges and successes that innovative elementary teachers saw with students' reading. Through observations, interviews, and lesson reviews, key ideas emerged that could make remote instruction more effective in the future. First, teachers who build classroom culture in hybrid spaces must do so with the same amount of intention as they would in physical spaces. Second, the purposeful design of synchronous and asynchronous instructions has the potential to affect student learning in a positive manner. And, finally, the instructional strategies teachers use to introduce and reinforce foundational reading skills led to success.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135899948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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