Abstract Research suggests that when young children have many opportunities to write they start believing they are the sort of people who can write for intellectual, academic, and social purposes. They also learn foundational reading skills. Project‐like compositional writing involving design, strategies, and problem solving versus functional writing or shorter writing episodes, promises even more benefits. A question for teachers is how might we motivate young children toward complex projects when they are still learning basic literacy concepts. We take up this problem by focusing on the conditions under which young children might be motivated to write, specifically through the lenses of self‐determination theory and engagement. We suggest that making books, a complex compositional activity, linked to shared reading and study of multimodal picture books, combine for a vigorous social practice where children's motivational needs can be met. We offer practical recommendations for facilitating motivated, engaged writing in a classroom.
{"title":"Motivate and Engage Our Youngest Writers","authors":"Karole‐Ann Friddle, Gay Ivey","doi":"10.1002/trtr.2251","DOIUrl":"https://doi.org/10.1002/trtr.2251","url":null,"abstract":"Abstract Research suggests that when young children have many opportunities to write they start believing they are the sort of people who can write for intellectual, academic, and social purposes. They also learn foundational reading skills. Project‐like compositional writing involving design, strategies, and problem solving versus functional writing or shorter writing episodes, promises even more benefits. A question for teachers is how might we motivate young children toward complex projects when they are still learning basic literacy concepts. We take up this problem by focusing on the conditions under which young children might be motivated to write, specifically through the lenses of self‐determination theory and engagement. We suggest that making books, a complex compositional activity, linked to shared reading and study of multimodal picture books, combine for a vigorous social practice where children's motivational needs can be met. We offer practical recommendations for facilitating motivated, engaged writing in a classroom.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385540","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 Transnational children's texts can bring communities together, forcing us to reflect critically on our past, present, and future, and pushing us to action. In this column, we propose that texts that do this form of activist work are cuentos combativos and that all teachers and researchers can leverage cuentos combativos for critical reflection, ReconoceR, and action for justice.
{"title":"Teaching with Cuentos Combativos: Reading for Decolonial Futures","authors":"Francisco Luis Torres, Carmen Liliana Medina","doi":"10.1002/trtr.2248","DOIUrl":"https://doi.org/10.1002/trtr.2248","url":null,"abstract":"Abstract Transnational children's texts can bring communities together, forcing us to reflect critically on our past, present, and future, and pushing us to action. In this column, we propose that texts that do this form of activist work are cuentos combativos and that all teachers and researchers can leverage cuentos combativos for critical reflection, ReconoceR, and action for justice.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135770951","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}
Lisa M. O'Brien, Evelyn Ford‐Connors, Anne Gatling, Elizabeth Boyle, Kristina Copelas, Margaret Langenfeld
Abstract Science texts tend to privilege the voices, perspectives, and practices of White males (e.g., Ford, 2006), reinforcing widely‐held perceptions of scientists as White men. This narrow portrayal of who “does science” discourages BIPOC or female students from building a science identity (Archer et al., 2015), with many such students also viewing science as difficult or undesirable (Brickhouse et al., 2000). We argue that intentional positioning of science text written by or about BIPOC or female figures in science and literacy instruction not only helps all students develop science and literacy skills and knowledge, but leads to more expansive views of who “does science” and fosters students’ science identities. Our purpose in this article is to help teachers identify and incorporate expansive informational texts and position these texts within sound science and literacy instruction. We draw from the Next Generation Science Standards to describe ways to develop students’ science identities and then provide teachers guidance for selecting and intentionally positioning expansive science texts in their instruction, with examples of text sets that teachers can use in their classrooms.
{"title":"Who Is Doing Science? Using Science Texts to Open Spaces that Expand the Voices and Perspectives in Elementary Classrooms","authors":"Lisa M. O'Brien, Evelyn Ford‐Connors, Anne Gatling, Elizabeth Boyle, Kristina Copelas, Margaret Langenfeld","doi":"10.1002/trtr.2245","DOIUrl":"https://doi.org/10.1002/trtr.2245","url":null,"abstract":"Abstract Science texts tend to privilege the voices, perspectives, and practices of White males (e.g., Ford, 2006), reinforcing widely‐held perceptions of scientists as White men. This narrow portrayal of who “does science” discourages BIPOC or female students from building a science identity (Archer et al., 2015), with many such students also viewing science as difficult or undesirable (Brickhouse et al., 2000). We argue that intentional positioning of science text written by or about BIPOC or female figures in science and literacy instruction not only helps all students develop science and literacy skills and knowledge, but leads to more expansive views of who “does science” and fosters students’ science identities. Our purpose in this article is to help teachers identify and incorporate expansive informational texts and position these texts within sound science and literacy instruction. We draw from the Next Generation Science Standards to describe ways to develop students’ science identities and then provide teachers guidance for selecting and intentionally positioning expansive science texts in their instruction, with examples of text sets that teachers can use in their classrooms.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135063824","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 study explores the relationship between the books students select for independent reading and their motivation to read. Instructional recommendations based on key findings are presented. To gather data, study participants completed the Motivation to Read Profile‐Revised. They also shared information about the books they had selected for independent reading on the day they completed the MRP. Analysis of the data revealed significant, positive correlations between students' enjoyment of their chosen books and their motivation to read. Enjoyment was also significantly and positively correlated with students' perceived value of reading, their self‐concept as readers, and the amount of time they reported reading during their free time. Associations between motivation and other features of the book (i.e., format, genre, number of pages) were not statistically significant. Follow‐up semi‐structured interviews provided insights into these findings. This study adds further support for the importance of matching children with compelling texts.
{"title":"The Love of the Book: Students' Text Selection and Their Motivation to Read","authors":"Maggie Hoddinott Konrad","doi":"10.1002/trtr.2246","DOIUrl":"https://doi.org/10.1002/trtr.2246","url":null,"abstract":"Abstract This study explores the relationship between the books students select for independent reading and their motivation to read. Instructional recommendations based on key findings are presented. To gather data, study participants completed the Motivation to Read Profile‐Revised. They also shared information about the books they had selected for independent reading on the day they completed the MRP. Analysis of the data revealed significant, positive correlations between students' enjoyment of their chosen books and their motivation to read. Enjoyment was also significantly and positively correlated with students' perceived value of reading, their self‐concept as readers, and the amount of time they reported reading during their free time. Associations between motivation and other features of the book (i.e., format, genre, number of pages) were not statistically significant. Follow‐up semi‐structured interviews provided insights into these findings. This study adds further support for the importance of matching children with compelling texts.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135205954","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}
Seth A. Parsons, Samantha T. Ives, R. Stacy Fields, Bonnie Barksdale, Jonathan Marine, Paul Rogers
Abstract Students who are engaged writers are likely to produce better writing and to enjoy writing more than students who are disengaged writers. Yet, we are unaware of any existing tool that validly and reliably measures writing engagement. In this article, we describe what writing engagement is and why it is important. Then, we present the Writing Engagement Scale, a valid and reliable tool for measuring writing engagement, and outline how teachers can use this tool to better inform writing instruction in their classrooms.
{"title":"The Writing Engagement Scale: A Formative Assessment Tool","authors":"Seth A. Parsons, Samantha T. Ives, R. Stacy Fields, Bonnie Barksdale, Jonathan Marine, Paul Rogers","doi":"10.1002/trtr.2244","DOIUrl":"https://doi.org/10.1002/trtr.2244","url":null,"abstract":"Abstract Students who are engaged writers are likely to produce better writing and to enjoy writing more than students who are disengaged writers. Yet, we are unaware of any existing tool that validly and reliably measures writing engagement. In this article, we describe what writing engagement is and why it is important. Then, we present the Writing Engagement Scale, a valid and reliable tool for measuring writing engagement, and outline how teachers can use this tool to better inform writing instruction in their classrooms.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135258250","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 Many children bring rich multimodal literacy practices into their classrooms, with experience weaving between paper and digital texts. In order to support children's multimodal meaning making, teachers need first to understand the multimodal practices that children bring into the classroom in order to then develop instruction that builds on, and extends, children's existing literacy practices. This article presents a tool to assess young children's multimodal literacies. The Integrative Multimodal Literacy Assessment (IMLA) evaluates children's multimodal meaning making through a questionnaire and performance activity. In this article, we first describe the tool and explain how to administer it in diverse classroom contexts. We then share findings from a pilot study, using the IMLA, conducted in two urban preschools as an example of how teachers might use the tool in their own classrooms.
{"title":"Let's Learn from Them: Using the Integrative Multimodal Literacy Assessment Tool to Support Instruction for Young Children","authors":"Chu N. Ly, Elena E. Forzani","doi":"10.1002/trtr.2243","DOIUrl":"https://doi.org/10.1002/trtr.2243","url":null,"abstract":"Abstract Many children bring rich multimodal literacy practices into their classrooms, with experience weaving between paper and digital texts. In order to support children's multimodal meaning making, teachers need first to understand the multimodal practices that children bring into the classroom in order to then develop instruction that builds on, and extends, children's existing literacy practices. This article presents a tool to assess young children's multimodal literacies. The Integrative Multimodal Literacy Assessment (IMLA) evaluates children's multimodal meaning making through a questionnaire and performance activity. In this article, we first describe the tool and explain how to administer it in diverse classroom contexts. We then share findings from a pilot study, using the IMLA, conducted in two urban preschools as an example of how teachers might use the tool in their own classrooms.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135885120","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 In this manuscript we show how readalouds can significantly enrich student vocabulary and comprehension by demonstrating enhancements that will foster student learning and language development. We anchor our examples to empirical evidence demonstrating that the content of a readaloud (i.e., the what we teach) as well as the quality of the instruction (i.e., the how we teach content during a readaloud) are important and necessary to enhance student learning. We use authentic scenarios to illustrate the difference between a readaloud taught with basic instructional fidelity and a readaloud with basic instructional fidelity that was enhanced with features of instructional quality. Specific steps to action before, during, and after a readaloud using examples from a first grade readaloud science unit are provided.
{"title":"Quality Read‐alouds Matter: <i>How</i> you Teach is Just as Important as <i>What</i> you Teach","authors":"Doris Luft Baker, Lana Santoro","doi":"10.1002/trtr.2241","DOIUrl":"https://doi.org/10.1002/trtr.2241","url":null,"abstract":"Abstract In this manuscript we show how readalouds can significantly enrich student vocabulary and comprehension by demonstrating enhancements that will foster student learning and language development. We anchor our examples to empirical evidence demonstrating that the content of a readaloud (i.e., the what we teach) as well as the quality of the instruction (i.e., the how we teach content during a readaloud) are important and necessary to enhance student learning. We use authentic scenarios to illustrate the difference between a readaloud taught with basic instructional fidelity and a readaloud with basic instructional fidelity that was enhanced with features of instructional quality. Specific steps to action before, during, and after a readaloud using examples from a first grade readaloud science unit are provided.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135980589","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 recess a conflict occurred between two fourth graders. A peer attempted to mediate unsuccessfully. Frustrated, the student protested, “[Teachers] never listen to us!” The student felt unheard and sought to play a more active role in conflict resolution. This article explores the use of literature to facilitate restorative conversations to foster conflict resolution by honoring all students' voices, perspectives, and experiences. Centering students' voices creates environments that disrupt oppressive systems and cultivate equitable anti‐racist learning spaces.
{"title":"Using Literature to Facilitate Restorative Conversations that Foster Conflict Resolution","authors":"Katie Kelly, Madison Siekman, Reilly Mahan","doi":"10.1002/trtr.2247","DOIUrl":"https://doi.org/10.1002/trtr.2247","url":null,"abstract":"Abstract During recess a conflict occurred between two fourth graders. A peer attempted to mediate unsuccessfully. Frustrated, the student protested, “[Teachers] never listen to us!” The student felt unheard and sought to play a more active role in conflict resolution. This article explores the use of literature to facilitate restorative conversations to foster conflict resolution by honoring all students' voices, perspectives, and experiences. Centering students' voices creates environments that disrupt oppressive systems and cultivate equitable anti‐racist learning spaces.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136024620","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}
While research unequivocally points to the need to teach the language that supports participation in reading and writing activities in middle‐grade classrooms, many educators grapple with how to create the instructional conditions that promote equitable and just opportunities for students to learn the Language of School Literacy (LSL). In this article, I operationalize the Access–Voice–Choice (AVC) framework and illustrate its application through teaching vignettes. The AVC framework engages educators in considering how to in which language serves as a medium: (1) for giving learners access to concepts and content contained in school texts and to the communities where this knowledge is produced; (2) for amplifying student voice; and (3) for providing learners with choice in the language they use in the classroom and in the linguistic communities in which they choose to participate. This critical framework offers a useful heuristic model to think about how and why we teach LSL to our students. I argue that if the goal of our instruction is to develop in students the ability to use language critically and flexibly, we must create the sorts of classrooms that position them as critical and flexible language users from the start.
{"title":"Operationalizing the Access–Voice–Choice Framework for Equitably and Justly Teaching the Language for School Literacy","authors":"Emily Phillips Galloway","doi":"10.1002/trtr.2239","DOIUrl":"https://doi.org/10.1002/trtr.2239","url":null,"abstract":"While research unequivocally points to the need to teach the language that supports participation in reading and writing activities in middle‐grade classrooms, many educators grapple with how to create the instructional conditions that promote equitable and just opportunities for students to learn the Language of School Literacy (LSL). In this article, I operationalize the Access–Voice–Choice (AVC) framework and illustrate its application through teaching vignettes. The AVC framework engages educators in considering how to in which language serves as a medium: (1) for giving learners access to concepts and content contained in school texts and to the communities where this knowledge is produced; (2) for amplifying student voice; and (3) for providing learners with choice in the language they use in the classroom and in the linguistic communities in which they choose to participate. This critical framework offers a useful heuristic model to think about how and why we teach LSL to our students. I argue that if the goal of our instruction is to develop in students the ability to use language critically and flexibly, we must create the sorts of classrooms that position them as critical and flexible language users from the start.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47551856","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}
Tanya S. Wright, Patricia A. Edwards, Laura Tortorelli, John Strong, Emily Phillips Galloway
The Reading TeacherVolume 77, Issue 2 p. 144-145 In this Issue In This Issue 77:2 Tanya S. Wright, Corresponding Author Tanya S. Wright [email protected] Correspondence [email protected]Search for more papers by this authorPatricia A. Edwards, Patricia A. Edwards [email protected] orcid.org/0000-0003-3680-5479 Search for more papers by this authorLaura Tortorelli, Laura Tortorelli [email protected] Search for more papers by this authorJohn Strong, John Strong [email protected] orcid.org/0000-0002-6007-9115 Search for more papers by this authorEmily Phillips Galloway, Emily Phillips Galloway [email protected] Search for more papers by this author Tanya S. Wright, Corresponding Author Tanya S. Wright [email protected] Correspondence [email protected]Search for more papers by this authorPatricia A. Edwards, Patricia A. Edwards [email protected] orcid.org/0000-0003-3680-5479 Search for more papers by this authorLaura Tortorelli, Laura Tortorelli [email protected] Search for more papers by this authorJohn Strong, John Strong [email protected] orcid.org/0000-0002-6007-9115 Search for more papers by this authorEmily Phillips Galloway, Emily Phillips Galloway [email protected] Search for more papers by this author First published: 18 September 2023 https://doi.org/10.1002/trtr.2240Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume77, Issue2September/October 2023Pages 144-145 RelatedInformation
阅读老师第77卷，第2期第144-145页在这期在这期77:2 Tanya S. Wright，通讯作者Tanya S. Wright [email protected]通信[email protected]搜索本作者的更多论文Patricia A. Edwards, Patricia A. Edwards [email protected] orcid.org/0000-0003-3680-5479搜索本作者的更多论文Laura Tortorelli, Laura Tortorelli [email protected]搜索本作者的更多论文john Strong，约翰·斯特朗[email protected] orcid.org/0000-0002-6007-9115搜索本作者的更多论文艾米丽·菲利普斯·加洛韦，艾米丽·菲利普斯·加洛韦[email protected]搜索本作者Tanya S. Wright的更多论文，通讯作者Tanya S. Wright [email protected]通信[email protected]搜索本作者的更多论文帕特里夏·a·爱德华兹，帕特里夏·a·爱德华兹[email protected] orcid.org/0000-0003-3680-5479搜索本作者的更多论文劳拉·托尔托雷利，Laura Tortorelli [email protected]搜索本作者的更多论文John Strong, John Strong [email protected] orcid.org/0000-0002-6007-9115搜索本作者的更多论文Emily Phillips Galloway [email protected]搜索本作者的更多论文首次发表:2023年9月18日https://doi.org/10.1002/trtr.2240Read全文taboutpdf ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare给予accessShare全文accessShare全文accessShare请查看我们的使用条款和条件，并勾选下面的复选框共享文章的全文版本。我已经阅读并接受了Wiley在线图书馆使用共享链接的条款和条件，请使用下面的链接与您的朋友和同事分享本文的全文版本。学习更多的知识。复制URL共享链接共享一个emailfacebooktwitterlinkedinreddit微信本文无摘要第77卷第2期2023年9月/ 10月页144-145
{"title":"In This Issue 77:2","authors":"Tanya S. Wright, Patricia A. Edwards, Laura Tortorelli, John Strong, Emily Phillips Galloway","doi":"10.1002/trtr.2240","DOIUrl":"https://doi.org/10.1002/trtr.2240","url":null,"abstract":"The Reading TeacherVolume 77, Issue 2 p. 144-145 In this Issue In This Issue 77:2 Tanya S. Wright, Corresponding Author Tanya S. Wright [email protected] Correspondence [email protected]Search for more papers by this authorPatricia A. Edwards, Patricia A. Edwards [email protected] orcid.org/0000-0003-3680-5479 Search for more papers by this authorLaura Tortorelli, Laura Tortorelli [email protected] Search for more papers by this authorJohn Strong, John Strong [email protected] orcid.org/0000-0002-6007-9115 Search for more papers by this authorEmily Phillips Galloway, Emily Phillips Galloway [email protected] Search for more papers by this author Tanya S. Wright, Corresponding Author Tanya S. Wright [email protected] Correspondence [email protected]Search for more papers by this authorPatricia A. Edwards, Patricia A. Edwards [email protected] orcid.org/0000-0003-3680-5479 Search for more papers by this authorLaura Tortorelli, Laura Tortorelli [email protected] Search for more papers by this authorJohn Strong, John Strong [email protected] orcid.org/0000-0002-6007-9115 Search for more papers by this authorEmily Phillips Galloway, Emily Phillips Galloway [email protected] Search for more papers by this author First published: 18 September 2023 https://doi.org/10.1002/trtr.2240Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume77, Issue2September/October 2023Pages 144-145 RelatedInformation","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135349473","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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