{"title":"Honoring Diverse Cultures Through Family Literacy Approaches That Build Family, School, and Community Partnerships","authors":"G. Miller, Sara M. Khatib","doi":"10.1002/trtr.2181","DOIUrl":"https://doi.org/10.1002/trtr.2181","url":null,"abstract":"","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46938957","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}
How has the COVID‐19 pandemic changed the home literacy environment, parental engagement, and home‐school communications for children and families from culturally and linguistically diverse backgrounds? Data on the experiences of 231 Chinese‐Canadian immigrant families with K‐2 children revealed that emergency remote learning affected the home literacy environment in complex ways. While some experienced a decrease in mainstream language exposure, others also witnessed a decline in home language use and literacy engagement due to the closure of heritage language schools and absence of grandparents. Parents also differed in their ability, resources, and confidence level in supporting multiliteracies development at home during the pandemic. Moreover, there existed persistent barriers to effective home‐school communications despite the affordances of remote learning. The findings have important implications for both immigrant families and mainstream teachers in working collaboratively to support the children's needs in multiliteracies development. [ FROM AUTHOR]
{"title":"In and Out of the Unknown: Lessons from Immigrant Families Promoting Multiliteracies During the\u0000 COVID\u0000 ‐19 Pandemic","authors":"Guofang Li, Z. Lin","doi":"10.1002/trtr.2184","DOIUrl":"https://doi.org/10.1002/trtr.2184","url":null,"abstract":"How has the COVID‐19 pandemic changed the home literacy environment, parental engagement, and home‐school communications for children and families from culturally and linguistically diverse backgrounds? Data on the experiences of 231 Chinese‐Canadian immigrant families with K‐2 children revealed that emergency remote learning affected the home literacy environment in complex ways. While some experienced a decrease in mainstream language exposure, others also witnessed a decline in home language use and literacy engagement due to the closure of heritage language schools and absence of grandparents. Parents also differed in their ability, resources, and confidence level in supporting multiliteracies development at home during the pandemic. Moreover, there existed persistent barriers to effective home‐school communications despite the affordances of remote learning. The findings have important implications for both immigrant families and mainstream teachers in working collaboratively to support the children's needs in multiliteracies development. [ FROM AUTHOR]","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49247397","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":"Methods for Selecting Paired Picturebooks for Critical Conversations","authors":"Paul H. Ricks, T. Young, Sara Koford","doi":"10.1002/trtr.2180","DOIUrl":"https://doi.org/10.1002/trtr.2180","url":null,"abstract":"","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42190247","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":"Understanding Literacies in Latinx Families: Teachers Using Home Visits to Reimagine Classroom Practices","authors":"Judy Paulick, Amanda K. Kibler, Natalia Palacios","doi":"10.1002/trtr.2178","DOIUrl":"https://doi.org/10.1002/trtr.2178","url":null,"abstract":"","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48857463","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}
We know that teacher support during independent reading can greatly impact the growth and development of beginning readers. However, the rapid conversion to online learning in the 2020-2021 school year required teachers to rethink and retool traditional strategies to meet the needs of their online learners. This teaching and learning guide explores the use of a digital reading check-in strategy to support beginning readers as they read independently on digital platforms. We explain how this strategy was implemented successfully in a first-grade classroom and how it can be employed with any digital reading platform used in classrooms today.
{"title":"Digital Reading Check‐ins: Supporting Independent Digital Reading","authors":"Cara Pavek, Michelle Vaughan","doi":"10.1002/trtr.2179","DOIUrl":"https://doi.org/10.1002/trtr.2179","url":null,"abstract":"We know that teacher support during independent reading can greatly impact the growth and development of beginning readers. However, the rapid conversion to online learning in the 2020-2021 school year required teachers to rethink and retool traditional strategies to meet the needs of their online learners. This teaching and learning guide explores the use of a digital reading check-in strategy to support beginning readers as they read independently on digital platforms. We explain how this strategy was implemented successfully in a first-grade classroom and how it can be employed with any digital reading platform used in classrooms today.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41986686","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":"Story Talk: Using Strategies from an Evidence‐Based Program to Improve Young Children's Vocabulary","authors":"B. Wasik, Annemarie H. Hindman","doi":"10.1002/trtr.2174","DOIUrl":"https://doi.org/10.1002/trtr.2174","url":null,"abstract":"","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43000872","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":"Fact from Fiction: The Learning Benefits of Listening to Historical Fiction","authors":"M. Dwyer, Sandra Martin‐Chang","doi":"10.1002/trtr.2177","DOIUrl":"https://doi.org/10.1002/trtr.2177","url":null,"abstract":"","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41912824","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}
C. Vallotton, Nicole Gardner‐Neblett, Loria E. Kim, Tamesha Harewood, Nell K. Duke
{"title":"Ready for Read‐Alouds: 10 Practices for Book‐Sharing with Infants and Toddlers","authors":"C. Vallotton, Nicole Gardner‐Neblett, Loria E. Kim, Tamesha Harewood, Nell K. Duke","doi":"10.1002/trtr.2176","DOIUrl":"https://doi.org/10.1002/trtr.2176","url":null,"abstract":"","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46780916","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}
When preservice teachers were no longer able to visit schools due to the pandemic, their university professor partnered with an alum who teaches fourth grade to design and implement virtual book clubs. The preservice teachers created book trailers for the fourth graders to view and choose from for their book club. The groups connected using a variety of digital platforms and modalities to discuss the selected books. Through this virtual experience, the preservice teachers learned how to individualize their responses using the Four-N-Framework as a guide to nurture and nudge each reader through virtual book club conversations.
{"title":"A Pandemic Partnership: Preservice Teachers and Fourth Graders Engage in Virtual Book Clubs","authors":"K. Kelly, Alyssa Cameron Likens","doi":"10.1002/trtr.2173","DOIUrl":"https://doi.org/10.1002/trtr.2173","url":null,"abstract":"When preservice teachers were no longer able to visit schools due to the pandemic, their university professor partnered with an alum who teaches fourth grade to design and implement virtual book clubs. The preservice teachers created book trailers for the fourth graders to view and choose from for their book club. The groups connected using a variety of digital platforms and modalities to discuss the selected books. Through this virtual experience, the preservice teachers learned how to individualize their responses using the Four-N-Framework as a guide to nurture and nudge each reader through virtual book club conversations.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46074213","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}
Gary E. Bingham, Hope K. Gerde, Chenyi Zhang, X. Zhang
{"title":"Supporting the Writing Development of Emergent Bilingual Children: Universal and Language‐Specific Approaches","authors":"Gary E. Bingham, Hope K. Gerde, Chenyi Zhang, X. Zhang","doi":"10.1002/trtr.2166","DOIUrl":"https://doi.org/10.1002/trtr.2166","url":null,"abstract":"","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48126577","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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