Over the past two years, as a professor of reading education, I have listened to, collaborated, and met with various PreK–12 educators virtually and in person. I collected questions, comments, successes, and challenges related to the ongoing transitions and demands of this post‐pandemic era on teachers, students, and parents. The topics of student motivation to read and engagement in reading remain among the top two areas of need and support for educators. In this article, I present a short summary of research on reading motivation and engagement followed by sample research‐based recommendations for strengthening students' reading motivation and engagement in today's learning environments and resources to support your instructional decisions.
{"title":"Strengthening Students' Reading Motivation and Engagement with C.A.R.E.","authors":"V. Zygouris-Coe","doi":"10.1002/trtr.2325","DOIUrl":"https://doi.org/10.1002/trtr.2325","url":null,"abstract":"Over the past two years, as a professor of reading education, I have listened to, collaborated, and met with various PreK–12 educators virtually and in person. I collected questions, comments, successes, and challenges related to the ongoing transitions and demands of this post‐pandemic era on teachers, students, and parents. The topics of student motivation to read and engagement in reading remain among the top two areas of need and support for educators. In this article, I present a short summary of research on reading motivation and engagement followed by sample research‐based recommendations for strengthening students' reading motivation and engagement in today's learning environments and resources to support your instructional decisions.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"55 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140362998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Knowledge activation and knowledge building are essential for reading comprehension. Yet, how can teachers support students in accessing and applying their existing knowledge and experiences during reading? This article provides six evidence‐based principles to consider during literacy instruction, which are drawn from a recent systematic literature review that examined prior knowledge activation instructional scaffolds. These principles are: (a) activate knowledge before, during, and after reading; (b) activate knowledge collaboratively; (c) support students in understanding connections between concepts; (d) support students in recognizing discrepancies between their knowledge and the text; (e) address misunderstandings; and (f) consider the amount of topic‐specific knowledge that students have. These principles have the potential to shift how teachers think about the role of knowledge activation throughout the reading process.
{"title":"Supporting Students' Knowledge Activation before, during, and after Reading","authors":"C. Hattan","doi":"10.1002/trtr.2322","DOIUrl":"https://doi.org/10.1002/trtr.2322","url":null,"abstract":"Knowledge activation and knowledge building are essential for reading comprehension. Yet, how can teachers support students in accessing and applying their existing knowledge and experiences during reading? This article provides six evidence‐based principles to consider during literacy instruction, which are drawn from a recent systematic literature review that examined prior knowledge activation instructional scaffolds. These principles are: (a) activate knowledge before, during, and after reading; (b) activate knowledge collaboratively; (c) support students in understanding connections between concepts; (d) support students in recognizing discrepancies between their knowledge and the text; (e) address misunderstandings; and (f) consider the amount of topic‐specific knowledge that students have. These principles have the potential to shift how teachers think about the role of knowledge activation throughout the reading process.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"33 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140368311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Culturally sustaining pedagogy (CSP) that builds on and sustains students' cultural and linguistic practices is important for students' academic achievement and identities. While CSP is applicable to any content area, a critical time to incorporate it is during differentiated reading groups—small‐group contexts that provide explicit code‐based and/or meaning‐making instruction using varying types of texts. This article seeks to help teachers develop a stronger understanding of CSP and how to leverage students' cultural identities and experiences within small groups. We then highlight two differentiated reading group lesson examples to illustrate how to apply the tenets of CSP, along with code‐based and meaning‐making strategies, with a second‐grade group reading Trombone Shorty and another reading Reina Ramos. Additionally, this article provides steps and resources for how to select and teach with culturally sustaining texts to promote students' identities and literacy success.
{"title":"Differentiated Reading Groups: Bridging Literacy Instruction and Culturally Sustaining Pedagogy","authors":"Lisa M. Domke, Matthew Kaplan, Gary E. Bingham","doi":"10.1002/trtr.2317","DOIUrl":"https://doi.org/10.1002/trtr.2317","url":null,"abstract":"Culturally sustaining pedagogy (CSP) that builds on and sustains students' cultural and linguistic practices is important for students' academic achievement and identities. While CSP is applicable to any content area, a critical time to incorporate it is during differentiated reading groups—small‐group contexts that provide explicit code‐based and/or meaning‐making instruction using varying types of texts. This article seeks to help teachers develop a stronger understanding of CSP and how to leverage students' cultural identities and experiences within small groups. We then highlight two differentiated reading group lesson examples to illustrate how to apply the tenets of CSP, along with code‐based and meaning‐making strategies, with a second‐grade group reading Trombone Shorty and another reading Reina Ramos. Additionally, this article provides steps and resources for how to select and teach with culturally sustaining texts to promote students' identities and literacy success.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"101 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140381156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses language comprehension and developing skills with emergent readers, in particular verbal reasoning and language structures, that are necessary for later reading comprehension.
{"title":"Comprehension for Emergent Readers: Revisiting the Reading Rope","authors":"A. Kambach, Heidi Anne E. Mesmer","doi":"10.1002/trtr.2315","DOIUrl":"https://doi.org/10.1002/trtr.2315","url":null,"abstract":"This article discusses language comprehension and developing skills with emergent readers, in particular verbal reasoning and language structures, that are necessary for later reading comprehension.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140384031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Carolina Torrejón Capurro, Lindsey Moses, Paula Garces
As part of a large study aiming to understand how kindergarten children in Colombia used translanguaging during independent play, Paula (the teacher) along with Dr. Moses (lead researcher) co‐designed a 6‐week play‐based intervention that included a variety of learning experiences such as partner reading, small‐group reading, and supported play, among others. In this guide, we describe the step‐by‐step process followed to design the children's book the students used during instruction to learn the desired language, vocabulary, and interactions. Additionally, we provide suggestions on how to create a book that fits your teaching goals.
{"title":"Book Creation to Support English Language Learning","authors":"Carolina Torrejón Capurro, Lindsey Moses, Paula Garces","doi":"10.1002/trtr.2314","DOIUrl":"https://doi.org/10.1002/trtr.2314","url":null,"abstract":"As part of a large study aiming to understand how kindergarten children in Colombia used translanguaging during independent play, Paula (the teacher) along with Dr. Moses (lead researcher) co‐designed a 6‐week play‐based intervention that included a variety of learning experiences such as partner reading, small‐group reading, and supported play, among others. In this guide, we describe the step‐by‐step process followed to design the children's book the students used during instruction to learn the desired language, vocabulary, and interactions. Additionally, we provide suggestions on how to create a book that fits your teaching goals.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140385342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","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 S. Tortorelli, John Z. Strong, Emily Phillips Galloway
{"title":"In This Issue 77:5","authors":"Tanya S. Wright, Patricia A. Edwards, Laura S. Tortorelli, John Z. Strong, Emily Phillips Galloway","doi":"10.1002/trtr.2301","DOIUrl":"https://doi.org/10.1002/trtr.2301","url":null,"abstract":"","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140399370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although orally sharing and discussing written compositions has been shown to benefit elementary students, it can be challenging to entwine this additional pedagogy with an already full literacy instructional period. This article acknowledges these challenges and outlines three evidence‐based instructional modifications to encourage active sharing in literacy classrooms to support developing writers. The three strategies are (1) The “Single Share,” (2) “The Sticky and the Sticker,” and (3) “The Borrow.” The benefits of each strategy are discussed within the elementary literacy context, and insight into the successful implementation of each pedagogical approach is provided for educators.
{"title":"Three Strategies for Supporting Elementary Writers through the Practice of Sharing","authors":"Bethany P. Lewis","doi":"10.1002/trtr.2288","DOIUrl":"https://doi.org/10.1002/trtr.2288","url":null,"abstract":"Although orally sharing and discussing written compositions has been shown to benefit elementary students, it can be challenging to entwine this additional pedagogy with an already full literacy instructional period. This article acknowledges these challenges and outlines three evidence‐based instructional modifications to encourage active sharing in literacy classrooms to support developing writers. The three strategies are (1) The “Single Share,” (2) “The Sticky and the Sticker,” and (3) “The Borrow.” The benefits of each strategy are discussed within the elementary literacy context, and insight into the successful implementation of each pedagogical approach is provided for educators.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"43 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139836135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kerry Elson, Ashley Pennell, R. P. Jordan, K. Nash, Woodrow Trathen
In this article, one teacher shares her journey using decodable books with her culturally and linguistically diverse students, documenting new understandings and tensions that she has encountered. Four literacy teacher educators augment the teacher's story by connecting it with the current literature on literacy and decodable books. After reading this article, readers will walk away with a stronger understanding of how and when to use decodable books with beginning readers, as well as concrete ideas and resources to support incorporating decodable books into the early grades literacy curriculum.
{"title":"Incorporating Decodable Books into an Early Grades Literacy Curriculum: Tensions and New Learnings from One Teacher","authors":"Kerry Elson, Ashley Pennell, R. P. Jordan, K. Nash, Woodrow Trathen","doi":"10.1002/trtr.2293","DOIUrl":"https://doi.org/10.1002/trtr.2293","url":null,"abstract":"In this article, one teacher shares her journey using decodable books with her culturally and linguistically diverse students, documenting new understandings and tensions that she has encountered. Four literacy teacher educators augment the teacher's story by connecting it with the current literature on literacy and decodable books. After reading this article, readers will walk away with a stronger understanding of how and when to use decodable books with beginning readers, as well as concrete ideas and resources to support incorporating decodable books into the early grades literacy curriculum.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"248 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139834627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kerry Elson, Ashley Pennell, R. P. Jordan, K. Nash, Woodrow Trathen
In this article, one teacher shares her journey using decodable books with her culturally and linguistically diverse students, documenting new understandings and tensions that she has encountered. Four literacy teacher educators augment the teacher's story by connecting it with the current literature on literacy and decodable books. After reading this article, readers will walk away with a stronger understanding of how and when to use decodable books with beginning readers, as well as concrete ideas and resources to support incorporating decodable books into the early grades literacy curriculum.
{"title":"Incorporating Decodable Books into an Early Grades Literacy Curriculum: Tensions and New Learnings from One Teacher","authors":"Kerry Elson, Ashley Pennell, R. P. Jordan, K. Nash, Woodrow Trathen","doi":"10.1002/trtr.2293","DOIUrl":"https://doi.org/10.1002/trtr.2293","url":null,"abstract":"In this article, one teacher shares her journey using decodable books with her culturally and linguistically diverse students, documenting new understandings and tensions that she has encountered. Four literacy teacher educators augment the teacher's story by connecting it with the current literature on literacy and decodable books. After reading this article, readers will walk away with a stronger understanding of how and when to use decodable books with beginning readers, as well as concrete ideas and resources to support incorporating decodable books into the early grades literacy curriculum.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"64 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139775080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although orally sharing and discussing written compositions has been shown to benefit elementary students, it can be challenging to entwine this additional pedagogy with an already full literacy instructional period. This article acknowledges these challenges and outlines three evidence‐based instructional modifications to encourage active sharing in literacy classrooms to support developing writers. The three strategies are (1) The “Single Share,” (2) “The Sticky and the Sticker,” and (3) “The Borrow.” The benefits of each strategy are discussed within the elementary literacy context, and insight into the successful implementation of each pedagogical approach is provided for educators.
{"title":"Three Strategies for Supporting Elementary Writers through the Practice of Sharing","authors":"Bethany P. Lewis","doi":"10.1002/trtr.2288","DOIUrl":"https://doi.org/10.1002/trtr.2288","url":null,"abstract":"Although orally sharing and discussing written compositions has been shown to benefit elementary students, it can be challenging to entwine this additional pedagogy with an already full literacy instructional period. This article acknowledges these challenges and outlines three evidence‐based instructional modifications to encourage active sharing in literacy classrooms to support developing writers. The three strategies are (1) The “Single Share,” (2) “The Sticky and the Sticker,” and (3) “The Borrow.” The benefits of each strategy are discussed within the elementary literacy context, and insight into the successful implementation of each pedagogical approach is provided for educators.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"16 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139776575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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