Skip to content
2018
Volume 56, Issue 3
  • ISSN: 0034-527X
  • E-ISSN: 1943-2348
Preview this article:

There is no abstract available.

Loading

Article metrics loading...

/content/journals/10.58680/rte202231642
2022-02-15
2024-02-23
Loading full text...

Full text loading...

References

  1. Bonneton-Botté N. Fleury S. Girard N. Le Magadou M. Cherbonnier A. Renault M. Anquetil E. Jamet E. (2020)  Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom. Computers & Education, 151 Article 103831 https://doi.org/10.1016/j.compedu.2020.103831
    [Google Scholar]
  2. Chen G. Lo C. K. Hu L. (2020)  Sustaining online academic discussions: Identifying the characteristics of messages that receive responses. Computers & Education, 156 Article 103938 https://doi.org/10.1016/j.compedu.2020.103938
    [Google Scholar]
  3. Costley J. Fanguy M. (2021)  Collaborative note-taking affects cognitive load: The interplay of completeness and interaction. Educational Technology Research and Development, 69 (2), 655–671 https://doi.org/10.1007/s11423-021-09979-2
    [Google Scholar]
  4. Falloon G. (2020)  From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68 (5), 2449–2472 https://doi.org/10.1007/s11423-020-09767-4
    [Google Scholar]
  5. Hostetler K. Luo T. (2021)  Managing cognitive load in information literacy instruction. Educational Technology Research and Development, 69 (2), 583–606 https://doi.org/10.1007/s11423-021-09962-x
    [Google Scholar]
  6. Howell E. Perez S. Abraham W. T. (2021)  Toward a professional development model for writing as a digital, participatory process. Reading Research Quarterly, 56 (1), 95–117 https://doi.org/10.1002/rrq.294
    [Google Scholar]
  7. Jimenez C. Clark L. S. Kennedy H. Nisle S. Engle C. Matyasic S. Anyon Y. (2021)  The art of youthful restraint: Negotiating youth-adult relations in digital media literacy. Learning, Media and Technology, 46 (2), 190–203 https://doi.org/10.1080/17439884.2021.1888118
    [Google Scholar]
  8. Li Y. Chen K. Su Y. Yue X. (2021)  Do social regulation strategies predict learning engagement and learning outcomes? A study of English language learners in wiki-supported literature circles activities. Educational Technology Research and Development, 69 (2), 917–943 https://doi.org/10.1007/s11423-020-09934-7
    [Google Scholar]
  9. Marsh V. L. (2021)  Broadening student and teacher participation: Multimodal projects in a classroom affinity space. Journal of Adolescent & Adult Literacy, 64 (5), 521–529 https://doi.org/10.1002/jaal.1134
    [Google Scholar]
  10. Morrison J. D. (2021)  “Sometimes, I Just Go on a Pinning Spree”: How one middle schooler negotiates multimodal platforms. Journal of Adolescent & Adult Literacy, 64 (5), 553–562 https://doi.org/10.1002/jaal.1133
    [Google Scholar]
  11. Pacheco M. B. Smith B. E. Deig A. Amgott N. A. (2021)  Scaffolding multimodal composition with emergent bilingual students. Journal of Literacy Research, 53 (2), 149–173 https://doi.org/10.1177/1086296X211010888
    [Google Scholar]
  12. Reichert F. Zhang D. J. Law N. W. Y. Wong G. K. W. de la Torre J. (2020)  Exploring the structure of digital literacy competence assessed using authentic software applications. Educational Technology Research and Development, 68 (6), 2991–3013 https://doi.org/10.1007/s11423-020-09825-x
    [Google Scholar]
  13. Stewart O. G. Hsieh B. Smith A. Pandya J. Z. (2021)  What more can we do? A scalar approach to examining critical digital literacies in teacher education. Pedagogies: An International Journal, 16 (2), 125–137 https://doi.org/10.1080/1554480X.2021.1914054
    [Google Scholar]
  14. Walsh-Moorman E. A. Pytash K. E. Ausperk M. (2020)  Naming the moves: Using lateral reading to support students’ evaluation of digital sources. Middle School Journal, 51 (5), 29–34 https://doi.org/10.1080/00940771.2020.1814622
    [Google Scholar]
  15. Yamaç A. Öztürk E. Mutlu N. (2020)  Effect of digital writing instruction with tablets on primary school students’ writing performance and writing knowledge. Computers & Education, 157 Article 103981 https://doi.org/10.1016/j.compedu.2020.103981
    [Google Scholar]
  16. Zenouzagh Z. M. (2020)  Syntactic complexity in individual, collaborative and e-collaborative EFL writing: Mediating role of writing modality, L1 and sustained development in focus. Educational Technology Research and Development, 68 (6), 2939–2970 https://doi.org/10.1007/s11423-020-09818-w
    [Google Scholar]
  17. Atanga C. Jones B. A. Krueger L. E. Lu S. (2020)  Teachers of students with learning disabilities: Assistive technology knowledge, perceptions, interests, and barriers. Journal of Special Education Technology, 35 (4), 236–248.
    [Google Scholar]
  18. Barnes M. A. Clemens N. H. Fall A.-M. Roberts G. Klein A. Starkey P. McCandliss B. Zucker T. Flynn K. (2020)  Cognitive predictors of difficulties in math and reading in prekindergarten children at high risk for learning disabilities. Journal of Educational Psychology, 112 (4), 685–700.
    [Google Scholar]
  19. Beneke M. R. Cheatham G. A. (2020)  Teacher candidates talking (but not talking) about dis/ability and race in preschool. Journal of Literacy Research, 52 (3), 245–268 https://doi.org/10.1177/1086296X20939561
    [Google Scholar]
  20. Compton-Lilly C. F. Mitra A. Guay M. Spence L. K. (2020)  A confluence of complexity: Intersections among reading theory, neuroscience, and observations of young readers. Reading Research Quarterly, 55 S1 S185S195 https://doi.org/10.1002/rrq.348
    [Google Scholar]
  21. Hendricks E. L. Fuchs D. (2020)  Are individual differences in response to intervention influenced by the methods and measures used to define response? Implications for identifying children with learning disabilities. Journal of Learning Disabilities, 53 (6), 428–443.
    [Google Scholar]
  22. Howard R. Eisenson V. Nye H. (2021)  Disruption through differentiation: Poetry in the full-inclusion classroom. English Journal, 110 (3), 98–100.
    [Google Scholar]
  23. Lopes-Murphy S. A. Murphy C. G. (2020)  English learning and learning disabilities: Has research made its way into practice?. Mid-Western Educational Researcher, 32 (4), 304–330.
    [Google Scholar]
  24. Love H. R. Horn E. (2021)  Definition, context, quality: Current issues in research examining high-quality inclusive education. Topics in Early Childhood Special Education, 40 (4), 204–216.
    [Google Scholar]
  25. Miller A. (2020)  Disabled girls of color excavate exclusionary literacy practices and generate promising sociospatial-textual solutions. International Journal of Qualitative Studies in Education Advance online publication. https://doi.org/10.1080/09518398.2020.1828649
    [Google Scholar]
  26. Peltier T. K. Washburn E. K. Pulos J. M. Peltier C. (2020)  Measuring special education preservice teachers’ knowledge, reflective ability, and tutored student outcomes on foundational literacy skills. Insights into Learning Disabilities, 17 (1), 1–33.
    [Google Scholar]
  27. Pindiprolu S. S. Marks L. J. (2020)  Preventing summer reading slide: Examining the effects of two computer-assisted reading programs. Rural Special Education Quarterly, 39 (3), 116–127.
    [Google Scholar]
  28. Reagan T. Matlins P. E. Pielick C. D. (2021)  Deaf epistemology, sign language and the education of d/Deaf children. Educational Studies, 57 (1), 37–57 https://doi.org/10.1080/00131946.2021.1878178
    [Google Scholar]
  29. Rosenberg L. Kerschbaum S. (2021)  Entanglements of literacy studies and disability studies. College English, 83 (4), 267–280.
    [Google Scholar]
  30. Thwala S. K. Ugwuanyi C. S. Okeke C. I. O. Gama N. N. (2020)  Teachers’ experiences with dyslexic learners in mainstream classrooms: Implications for teacher education. International Journal of Higher Education, 9 (6), 34–43.
    [Google Scholar]
  31. Tondreau A. Rabinowitz L. (2021)  Analyzing representations of individuals with disabilities in picture books. The Reading Teacher, 75 (1), 61–71.
    [Google Scholar]
  32. Wang C. Fu W. Cheng L. Wang Y. Duan S. (2021)  Teaching with picture books on deaf and hard-of-hearing students’ creativity. Journal of Deaf Studies and Deaf Education, 26 (2), 278–295 https://doi.org/10.1093/deafed/enaa041
    [Google Scholar]
  33. Worthy J. Daly-Lesch A. Tily S. Godfrey V. Salmeron C. (2021)  A critical evaluation of dyslexia information on the internet. Journal of Literacy Research, 53 (1), 5–28 https://doi.org/10.1177/1086296X20986921
    [Google Scholar]
  34. Boehm S. Colantonio-Yurko K. Olmstead K. Miller H. (2020)  Athlete as agitator, assaulter, and armor. Study and Scrutiny: Research on Young Adult Literature, 4 (2), 31–56.
    [Google Scholar]
  35. Botelho J. (2021)  Reframing mirrors, windows, and doors: A critical analysis of the metaphors for multicultural children’s literature. Journal of Children’s Literature, 47 (1), 119–126.
    [Google Scholar]
  36. Crawley S. A. Donovan S. J. (2020)  Creating a lifeline: Strategies for LGBTQ+ inclusive-affirming practices across grades. English Journal, 110 (1), 54–62.
    [Google Scholar]
  37. Dallacqua A. K. Sheahan A. (2020)  Making space: Complicating a canonical text through critical, multimodal work in a secondary language arts classroom. Journal of Adolescent & Adult Literacy, 64 (1), 67–77.
    [Google Scholar]
  38. Davis J. (2020)  (De)Constructing imagination: Racial bias and counter-storytelling in young adult speculative fiction. Study and Scrutiny: Research on Young Adult Literature, 4 (1), 1–28.
    [Google Scholar]
  39. Dunn M. B. Garcia A. (2020)  Grief, loss, and literature: Reading texts as social artifacts. English Journal, 109 (6), 52–58.
    [Google Scholar]
  40. Gardner R. P. (2020)  The present past: Black authors and the anti-Black selective tradition in children’s literature. Journal of Children’s Literature, 46 (2), 8–18.
    [Google Scholar]
  41. Glazer J. Seglem R. Garcia A. (2021)  Continuity and change? Reading young adult literature through a technology-focused critical lens. Journal of Adolescent & Adult Literacy, 64 (6), 675–682.
    [Google Scholar]
  42. Hartsfield D. E. Kimmel S. C. (2020)  “Please let this be the crassest thing my child reads!”: Exploring community perceptions of challenged children’s literature. Reading Psychology, 41 (5), 369–402.
    [Google Scholar]
  43. Helton L. (2020)  Trans*/school: Across and beyond queer-inclusive pedagogy. English Journal, 110 (1), 25–31.
    [Google Scholar]
  44. Hoffman J. V. Lammert C. DeJulio S. Tily S. E. Svrcek N. S. (2020)  Preservice teachers engaging elementary students in an activist literacy curriculum. Research in the Teaching of English, 55 (1), 9–31.
    [Google Scholar]
  45. Koss M. D. Paciga K. A. (2020)  Diversity in Newbery Medal-winning titles: A content analysis. Journal of Language and Literacy Education, 16 (2), http://jolle.coe.uga.edu/wp-content/uploads/2020/12/Koss_Jolle2020.pdf
    [Google Scholar]
  46. Osvath C. (2021)  Uncovering death: A dialogic, aesthetic engagement with the covers of death-themed picture books. Children’s Literature in Education, 52 (1), 68–87 https://doi.org/10.1007/s10583-020-09399-5
    [Google Scholar]
  47. Pratt K. L. Puzio K. Lee Y.-H. (2021)  “¡Olé!” Locating capital and community cultural wealth within multicultural children’s literature. Journal of Latinos and Education, 20 (1), 48–61 https://doi.org/10.1080/15348431.2018.1540350
    [Google Scholar]
  48. Priske K. Amato N. A. (2020)  Rebellious, raging, and radical: Analyzing peritext in feminist young adult literature. Voices from the Middle, 28 (2), 22–28.
    [Google Scholar]
  49. Riesco H. S. (2021)  Positioning YA lit as mentor texts for social and emotional literacy. Voices from the Middle, 28 (4), 60–64.
    [Google Scholar]
  50. Sivashankar N. Jackson S. E. Degener R. M. (2020)  Centering the margins: Investigating relationships, power, and culture through critical peritextual analysis. Children’s Literature in Education, 51 (4), 480–501 https://doi.org./10.1007/s10583-019-09395-4
    [Google Scholar]
  51. Sun L. (2021)  Children of “a dream come true”: A critical content analysis of the representations of transracial Chinese adoption in picturebooks. Children’s Literature in Education, 52 (2), 231–252 https://doi.org/10.1007/s10583-020-09412-x
    [Google Scholar]
  52. Zaino K. (2020)  Surfacing queer stories in the high school canon. English Journal, 110 (1), 39–45.
    [Google Scholar]
  53. Austin E. W. Austin B. W. Willoughby J. F. Amram O. Domgaard S. (2021)  How media literacy and science media literacy predicted the adoption of protective behaviors amidst the COVID-19 pandemic. Journal of Health Communication, 26 (4), 239–252.
    [Google Scholar]
  54. Bissonnette M. Chastenay P. Francoeur C. (2021)  Exploring adolescents’ critical thinking aptitudes when reading about science in the news. Journal of Media Literacy Education, 13 (1), 1–13.
    [Google Scholar]
  55. Butler A. (2021)  Ease of access and uncomplicated truth of social media: Why critical media literacy is needed (now, more than ever). Media Education Research Journal, 9 (1), 34–51.
    [Google Scholar]
  56. Higdon N. (2021)  The critical effect: Exploring the influence of critical media literacy pedagogy on college students’ social media behaviors and attitudes. Journal of Media Literacy Education Advance online publication https://digitalcommons.uri.edu/jmle-preprints/3
    [Google Scholar]
  57. Higdon N. Huff M. Lyons J. (2021)  Today’s fake news is tomorrow’s fake history: How US history textbooks mirror corporate news media narratives. Secrecy and Society, 2 (2), https://doi.org/10.31979/2377-6188.2021.020204
    [Google Scholar]
  58. Knaus T. (2020)  Technology criticism and data literacy: The case for an augmented understanding of media literacy. Journal of Media Literacy Education, 12 (3), 6–16.
    [Google Scholar]
  59. Mapes M. Kraus L. Parviz E. Morgan J. (2021)  The neutrality myth: Integrating critical media literacy into the introductory communication course. Basic Communication Course Annual, 33 Article 4 https://ecommons.udayton.edu/bcca/vol33/iss1/4/
    [Google Scholar]
  60. Marlatt R. (2020)  Encounter and counter: Critical media literacy in teacher education. Journal of Media Literacy Education, 12 (2), 93–99.
    [Google Scholar]
  61. Mateus J.-C. (2021)  Media literacy for children: Empowering citizens for a mediatized world. Global Studies of Childhood, 11 (4), 373–378 https://doi.org/10.1177/20436106211014903
    [Google Scholar]
  62. Moorehouse E. Brookes H. (2020)  Critical media literacy approaches to violence prevention: A research note. Journal of Media Literacy Education, 12 (1), 84–89.
    [Google Scholar]
  63. Nettlefold J. Williams K. (2021)  News media literacy challenges and opportunities for Australian school students and teachers in the age of platforms. Journal of Media Literacy Education, 13 (1), 28–40.
    [Google Scholar]
  64. Nygren T. Guath M. (2021)  Students evaluating and corroborating digital news. Scandinavian Journal of Educational Research Advance online publication https://doi.org/10.1080/00313831.2021.1897876
    [Google Scholar]
  65. Thevenin B. (2020)  Dark ride: Disneyland. Using educational games for critical media literacy education. Journal of Media Literacy Education, 12 (1), 100–122.
    [Google Scholar]
  66. Appleget C. Shimek C. Myers J. Hogue B. C. (2020)  A collaborative self-study with critical friends: Culturally proactive pedagogies in literacy methods courses. Studying Teacher Education: Journal of Self-Study of Teacher Education Practices, 16 (3), 286–305.
    [Google Scholar]
  67. Braden E. G. Gibson V. (2021)  A framework for supporting preservice teachers (PSTs) in culturally sustaining nonfiction writing. Theory Into Practice, 60 (3), 242–253.
    [Google Scholar]
  68. Cunningham K. E. Falk J. (2020)  Professional learning of literacy teachers of specialized populations. Reading Horizons, 59 (2), https://scholarworks.wmich.edu/reading_horizons/vol59/iss2/2
    [Google Scholar]
  69. Cutrer-Párraga E. A. Heath M. A. Caldarella P. (2021)  Navigating early childhood teachers’ initial resistance to literacy coaching in diverse rural schools. Early Childhood Education Journal, 49 (1), 37–47.
    [Google Scholar]
  70. De Korne H. Weinberg M. (2021)  “I learned that my name is spelled wrong”: Lessons from Mexico and Nepal on teaching literacy for Indigenous language reclamation. Comparative Education Review, 65 (2), 288–309.
    [Google Scholar]
  71. Filipiak D. (2020)  Holding space: Centering youth identities, literacies, and epistemologies in teacher education. Review of Education, Pedagogy, and Cultural Studies, 42 (5), 451–481 https://doi.org/10.1080/10714413.2021.1880856
    [Google Scholar]
  72. Fountas I. C. Pinnell G. S. (2021)  Facilitative talk: Shaping a culture of professional learning over time. The Reading Teacher, 74 (5), 641–648.
    [Google Scholar]
  73. Gupta A. Lee G.-L. (2020)  The effects of a site-based teacher professional development program on student learning. International Electronic Journal of Elementary Education, 12 (5), 417–428 https://doi.org/10.26822/iejee.2020562132
    [Google Scholar]
  74. Hilliker S. M. Washburn E. K. (2021)  Family literacy night: A student-centered clinically rich experience for teacher candidates in literacy and TESOL. Journal of Education, 201 (1), 34–41.
    [Google Scholar]
  75. Huddleston A. P. Ohle K. A. Mullins A. K. Lowry H. Shake D. Arendse J. (2020)  Models of resistance: Novice teachers negotiating barriers to best practice. Reading Horizons, 59 (3), 41–60.
    [Google Scholar]
  76. Lohman L. (2020)  Leveraging sociomaterial practices to build elearning literacy in “suddenly online” professional development. Journal of Literacy and Technology, 21 (3), 59–81.
    [Google Scholar]
  77. Miller H. C. Svrcek N. S. (2020)  Challenging dominant perspectives and textual hierarchies in English and literacy teacher professional development. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93 (6), 290–297.
    [Google Scholar]
  78. Nickel J. Hughes S. F. (2020)  Learning to teach reading responsively through tutoring. Reading Horizons, 59 (3), 22–40.
    [Google Scholar]
  79. Ortmann L. Brodeur K. Massey S. (2020)  The learner profiles of novice literacy coaches. Reading Horizons, 59 (2), 59–83.
    [Google Scholar]
  80. Smith N. L. Williams B. K. (2020)  Supporting middle school language arts teachers through professional development. Reading Psychology, 41 (5), 403–419 https://doi.org/10.1080/02702711.2020.1768984
    [Google Scholar]
  81. Tortorelli L. S. Lupo S. M. Wheatley B. C. (2021)  Examining teacher preparation for coderelated reading instruction: An integrated literature review. Reading Research Quarterly, 56 S1 S317S337 https://doi.org/10.1002/rrq.396
    [Google Scholar]
  82. Traga Philippakos Z. A. Voggt A. (2021)  The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers. Reading and Writing: An Interdisciplinary Journal, 34 (7), 1791–1822 https://doi.org/10.1007/s11145-021-10120-1
    [Google Scholar]
  83. Vansteelandt I. Mol S. E. Vanderlinde R. Lerkkanen M.-K. Van Keer H. (2020)  In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program. Teaching and Teacher Education, 96 Article 103154 https://doi.org/10.1016/j.tate.2020.103154
    [Google Scholar]
  84. Woodward L. Thoma J. (2020)  Perspectives on literacy coaching: Defining roles and expectations. Teacher Development, 25 (1), 68–84.
    [Google Scholar]
  85. Beach K. D. Traga Philippakos Z. A. (2021)  Effects of a summer reading intervention on the reading performance of elementary grade students from low-income families. Reading & Writing Quarterly, 37 (2), 169–189.
    [Google Scholar]
  86. Coiro J. (2021)  Toward a multifaceted heuristic of digital reading to inform assessment, research, practice, and policy. Reading Research Quarterly, 56 (1), 9–31.
    [Google Scholar]
  87. Critten S. Holliman A. J. Hughes D. J. Wood C. Cunnane H. Pillinger C. Deacon S. H. (2021)  A longitudinal investigation of prosodic sensitivity and emergent literacy. Reading and Writing: An Interdisciplinary Journal, 34 (2), 371–389.
    [Google Scholar]
  88. Fejzo A. (2021)  The contribution of morphological awareness to vocabulary among L1 and L2 French-speaking 4th-graders. Reading and Writing: An Interdisciplinary Journal, 34 (3), 659–679.
    [Google Scholar]
  89. Foorman B. R. Wu Y. C. Quinn J. M. Petscher Y. (2020)  How do latent decoding and language predict latent reading comprehension: across two years in grades 5, 7, and 9?. Reading and Writing: An Interdisciplinary Journal, 33 (9), 2281–2309.
    [Google Scholar]
  90. Jian Y. C. (2021)  The immediate and delayed effects of text-diagram reading instruction on reading comprehension and learning processes: Evidence from eye movements. Reading and Writing: An Interdisciplinary Journal, 34 (3), 727–752.
    [Google Scholar]
  91. Katsuta H. Sawada E. (2021)  Encouraging independent readers: Combining reading workshop and textbook-based lessons in a Japanese high school classroom. Journal of Adolescent & Adult Literacy, 64 (5), 563–573.
    [Google Scholar]
  92. Kelly L. B. Wakefield W. Caires-Hurley J. Kganetso L. W. Moses L. Baca E. (2021)  What is culturally informed literacy instruction? A review of research in P-5 contexts. Journal of Literacy Research, 53 (1), 75–99.
    [Google Scholar]
  93. Kose N. Gunes F. (2021)  Undergraduates’ use of metacognitive strategies while reading and the relationship between strategy use and reading comprehension skills. Journal of Education and Learning, 10 (2), 99–108.
    [Google Scholar]
  94. Lowell R. Pender K. Binder K. (2020)  Impact of informative context’s meaning consistency during incidental vocabulary acquisition. Reading Research Quarterly, 55 (4), 679–697.
    [Google Scholar]
  95. Manu M. Torppa M. Eklund K. Poikkeus A.-M. Lerkkanen M.-K. Niemi P. (2021)  Kindergarten pre-reading skills predict grade 9 reading comprehension (PISA Reading) but fail to explain gender difference. Reading and Writing: An Interdisciplinary Journal, 34 (3), 753–771.
    [Google Scholar]
  96. Miyamoto A. Murayama K. Lechner C. M. (2020)  The developmental trajectory of intrinsic reading motivation: Measurement invariance, group variations, and implications for reading proficiency. Contemporary Educational Psychology, 63 Article 101921
    [Google Scholar]
  97. Ok M. W. Haggerty N. Whaley A. (2021)  Effects of video modeling using an augmented reality iPad application on phonics performance of students who struggle with reading. Reading & Writing Quarterly, 37 (2), 101–116.
    [Google Scholar]
  98. Ólafsdóttir S. Laster B. Ketill Stefánsson K. (2020)  Adolescent learning of academic vocabulary in Iceland. Journal of Adolescent & Adult Literacy, 64 (1), 79–87.
    [Google Scholar]
  99. Peura P. Aro T. Räikkönen E. Viholainen H. Koponen T. Usher E. L. Aro M. (2021)  Trajectories of change in reading self-efficacy: A longitudinal analysis of self-efficacy and its sources. Contemporary Educational Psychology, 64 Article 101947
    [Google Scholar]
  100. Pickard A. (2021)  Accountability in adult basic education: The marginalization of adults with difficulty reading. Journal of Literacy Research, 53 (1), 53–74.
    [Google Scholar]
  101. Pilonieta P. Hathaway J. I. Casto A. (2020)  Kindergartners’ strategic talk during partner reading. Reading & Writing Quarterly, 36 (5), 397–417.
    [Google Scholar]
  102. Smith R. Snow P. Serry T. Hammond L. (2021)  The role of background knowledge in reading comprehension: A critical review. Reading Psychology, 42 (3), 214–240.
    [Google Scholar]
  103. Zaidi R. (2020)  Dual-language books: Enhancing engagement and language awareness. Journal of Literacy Research, 52 (3), 269–292.
    [Google Scholar]
  104. Bach A. J. (2020)  Education in citizenship on the US/Mexico border: The language and literacy instruction of emergent bilingual transfronterizx students. Anthropology & Education Quarterly, 51 (2), 233–252.
    [Google Scholar]
  105. Dirix N. Vander Beken H. De Bruyne E. Brysbaert M. Duyck W. (2020)  Reading text when studying in a second language: An eye tracking study. Reading Research Quarterly, 55 (3), 371–397.
    [Google Scholar]
  106. Garcia-Arena P. D’Souza S. . October (2020)  National survey of public education’s response to COVID-19: Spotlight on English learners American Institutes for Research. https://www.air.org/sites/default/files/COVID-Survey-Spotlight-on-English-Learners-FINAL-Oct-2020.pdf
    [Google Scholar]
  107. Gonzales W. Tejero Hughes M. (2021)  Leveraging a Spanish literacy intervention to support outcomes of English learners. Reading Psychology, 42 (4), 411–434.
    [Google Scholar]
  108. González Ybarra M. Saavedra C. M. (2021)  Excavating embodied literacies through a Chi-cana/Latina feminist framework. Journal of Literacy Research, 53 (1), 100–121.
    [Google Scholar]
  109. Karam F. J. Oikonomidoy E. Kibler A. K. (2021)  Artifactual literacies and TESOL: Narratives of a Syrian refugee-background family. TESOL Quarterly, 55 (2), 510–535.
    [Google Scholar]
  110. Meskill C. Sadykova G. Kayumova A. (2020)  Mediating digital screens with very young emerging bilinguals. Bilingual Research Journal, 43 (2), 137–156.
    [Google Scholar]
  111. Noble T. Sireci S. G. Wells C. S. Kachchaf R. R. Rosebery A. S. Wang Y. C. (2020)  Targeted linguistic simplification of science test items for English learners. American Educational Research Journal, 57 (5), 2175–2209.
    [Google Scholar]
  112. Pfenninger S. E. (2020)  The dynamic multicausality of age of first bilingual language exposure: Evidence from a longitudinal content and language integrated learning study with dense time serial measurements. The Modern Language Journal, 104 (3), 662–686.
    [Google Scholar]
  113. Qin K. (2020)  Curriculum as a discursive and performative space for subjectivity and learning: Understanding immigrant adolescents’ language use in classroom discourse. The Modern Language Journal, 104 (4), 842–859.
    [Google Scholar]
  114. Ramezanali N. Uchihara T. Faez F. (2021)  Efficacy of multimodal glossing on second language vocabulary learning: A meta-analysis. TESOL Quarterly, 55 (1), 105–133.
    [Google Scholar]
  115. Silverman R. D. Johnson E. Keane K. Khanna S. (2020)  Beyond decoding: A meta-analysis of the effects of language comprehension interventions on K-5 students’ language and literacy outcomes. Reading Research Quarterly, 55 S1 S207S233.
    [Google Scholar]
  116. Yoon H. S. (2020)  Critically literate citizenship: Moments and movements in second grade. Journal of Literacy Research, 52 (3), 293–315.
    [Google Scholar]
  117. Abraham S. (2020)  What counting words has really taught us: The word gap, a dangerous, but useful discourse. Equity & Excellence in Education, 53 1-2 137–150.
    [Google Scholar]
  118. Aguilera E. Pandya J. Z. (2021)  Critical literacies in a digital age: Current and future issues. Pedagogies: An International Journal, 16 (2), 103–110.
    [Google Scholar]
  119. Buchholz B. DeHart J. Moorman G. (2020)  Digital citizenship during a global pandemic: Moving beyond digital literacy. Journal of Adolescent & Adult Literacy, 64 (1), 11–17.
    [Google Scholar]
  120. Buchholz B. A. Riley S. (2020)  Mobile documentation: Making the learning process visible to families. The Reading Teacher, 74 (1), 59–69.
    [Google Scholar]
  121. Garcia A. de Roock R. S. (2021)  Civic dimensions of critical digital literacies: Towards an abolitionist lens. Pedagogies: An International Journal, 16 (2), 187–201.
    [Google Scholar]
  122. Jungmin K. (2020)  Negotiating family language policy and ideologies of multilingualism: Perspectives of a Korean mother and a Korean American child in a multiracial family. Language Arts, 97 (6), 351–362.
    [Google Scholar]
  123. Kelly K. Laminack L. Gould E. (2020)  Confronting bias with children’s literature: A preservice teacher’s journey to developing a critical lens for reading the word and the world. The Reading Teacher, 74 (3), 297–304.
    [Google Scholar]
  124. Marciano J. E. Watson V. W. (2021)  “This is America”: Examining artifactual literacies as austere love across contexts of schools and everyday use. The Urban Review, 53 (2), 334–353.
    [Google Scholar]
  125. Miller E. Lensmire T. (2020)  Mammies, brute Negroes, and White femininity in teacher education. Curriculum Inquiry, 50 (5), 400–418.
    [Google Scholar]
  126. Mohamud L. (2020)  Talking about “race” in the English classroom. . Changing English, 27 (4), 383–392.
    [Google Scholar]
  127. Moyer J. S. Warren M. R. King A. R. (2020)  “Our stories are powerful”: The use of youth storytelling in policy advocacy to combat the school-to-prison pipeline. Harvard Educational Review, 90 (2), 172–194.
    [Google Scholar]
  128. Ochoa P. F. Quiroa R. E. (2020)  Transformative learning in a Mexican American mothers’ book club. The Reading Teacher, 74 (1), 19–28 https://doi.org/10.1002/trtr.1898
    [Google Scholar]
  129. Shelton S. Guy K. Jones A. (2020)  “These kids are rebelling”: A student-led transformation of community and critical literacy. English Teaching: Practice & Critique, 19 (1), 65–78.
    [Google Scholar]
  130. Stockdale F. (2020)  Finding voice: Debating in secondary school English. Changing English, 27 (3), 285–294.
    [Google Scholar]
  131. Thiel J. J. Dernikos B. P. (2020)  Refusals, re-turns, and retheorizations of affective literacies: A thrice-told data tale. Journal of Literacy Research, 52 (4), 482–506.
    [Google Scholar]
  132. Wissman K. K. (2020)  “We are stories”: Centering picture books in the reading support class. The Reading Teacher, 74 (2), 201–207.
    [Google Scholar]
  133. Anderson S. S. Klompien K. (2020)  Composing community: A collaborative approach to composition pedagogy. College Composition and Communication, 72 (1), A4A10.
    [Google Scholar]
  134. Austin J. Burke A. Foley E. Rumohr G. (2021)  Building and maintaining sanctuary spaces through face to face writing assessment. Teaching/Writing: The Journal of Writing Teacher Education, 10 (1), Article 4 https://scholarworks.wmich.edu/wte/vol10/iss1/4
    [Google Scholar]
  135. Baxley G. Sealey-Ruiz Y. (2021)  In the Black radical tradition: Poetry as a praxis for healing and resistance in education. Research in the Teaching of English, 55 (3), 311–321.
    [Google Scholar]
  136. Harding L. Nadler R. Rawlins P. Day E. Miller K. Martin K. (2020)  Revising a scientific writing curriculum: Wayfinding successful collaborations with interdisciplinary expertise. College Composition and Communication, 72 (2), 333–368.
    [Google Scholar]
  137. Heron-Hruby A. Chisholm J. Olinger A. (2021)  “It doesn’t feel like a conversation”: Digital field experiences and preservice teachers’ conceptions of writing response. English Education, 53 (1), 72–93.
    [Google Scholar]
  138. Hope K. (2020)  When memories make a difference: Multimodal literacy narratives for preservice ELA methods students. Teaching/Writing: The Journal of Writing Teacher Education, 8 (1), Article 3 https://scholarworks.wmich.edu/wte/vol8/iss1/3
    [Google Scholar]
  139. Irizarry Ramos E. (2020)  Puerto Rican English teachers’ perception of student resilience in extraordinary times. Teaching/Writing: The Journal of Writing Teacher Education, 9 (1), Article 17 https://scholarworks.wmich.edu/wte/vol9/iss1/17
    [Google Scholar]
  140. Jouhar M. R. Rupley W. H. (2021)  The reading-writing connection based on independent reading and writing: A systematic review. Reading & Writing Quarterly, 37 (2), 136–156 https://doi.org/10.1080/10573569.2020.1740632
    [Google Scholar]
  141. Paul N. Lin T.-J. Yon Ha S. Chen J. Newell G. E. (2021)  The role of achievement goal orientations in the relationships between high school students’ anxiety, self-efficacy, and perceived use of revision strategies in argumentative writing. Journal of Writing Research, 12 (3), 657–684.
    [Google Scholar]
  142. Rivera N. K. (2020)  Chicanx murals: Decolonizing place and (re)writing the terms of composition. College Composition and Communication, 72 (1), 118–149.
    [Google Scholar]
  143. Tan X. Matsuda P. K. (2020)  Teacher beliefs and pedagogical practices of integrating multimodality into first-year composition. Computers and Composition, 58 Article 102614
    [Google Scholar]
  144. Ward E. (2021)  Easing stress: Contract grading’s impact on adolescents’ perceptions of workload demands, time constraints, and challenge appraisal in high school English. Assessing Writing, 48 Article 100526
    [Google Scholar]
  145. Wilder S. (2021)  Another voice in the room: Negotiating authority in multidisciplinary writing groups. Written Communication, 38 (2), 247–277 https://doi.org/10.1177/0741088320986540
    [Google Scholar]
  146. Zucker L. Kalir J. H. Sprouse M. L. Dean J. (2021)  Foregrounding the margins: A dialogue about literacy, learning, and social annotation. Teaching/Writing: The Journal of Writing Teacher Education, 10 (1), Article 10 https://scholarworks.wmich.edu/wte/vol10/iss1/10
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.58680/rte202231642
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error