Skip to content
2018
Volume 58, Issue 3
  • ISSN: 0034-527X
  • E-ISSN: 1943-2348
file format pdf download PDF
side by side viewer icon HTML
Preview this article:
Preview Magnify

There is no abstract available.

© 2024 by the National Council of Teachers of English
Loading

Article metrics loading...

/content/journals/10.58680/rte2024583AB1
2024-02-01
2026-07-14
Loading full text...

Full text loading...

/deliver/fulltext/rte/58/3/researchintheteachingofenglish583AB1.html?itemId=/content/journals/10.58680/rte2024583AB1&mimeType=html&fmt=ahah

References

  1. Alemdag E., & Yildirim Z. (2022) Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study. Computers & Education, 188, Article 104574. https://doi.org/10.1016/j.compedu.2022.104574
     [Google Scholar]
  2. Alemdag E., & Yildirim Z. (2022) Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study. Computers & Education, 188, Article 104574. https://doi.org/10.1016/j.compedu.2022.104574
     [Google Scholar]
  3. Andersson C. (2022) Smartphones and online search: Shifting frames in the everyday life of young people. Information and Learning Sciences, 123 (7–8), 351–370. https://doi.org/10.1108/ILS-03-2022-0025
     [Google Scholar]
  4. Andersson C. (2022) Smartphones and online search: Shifting frames in the everyday life of young people. Information and Learning Sciences, 123 (7–8), 351–370. https://doi.org/10.1108/ILS-03-2022-0025
     [Google Scholar]
  5. Azar T. (2023) Wikipedia: One of the last, best Internet spaces for teaching digital literacy, public writing, and research skills in first year composition. Computers and Composition, 68, Article 102774. https://doi.org/10.1016/j.compcom.2023.102774
     [Google Scholar]
  6. Azar T. (2023) Wikipedia: One of the last, best Internet spaces for teaching digital literacy, public writing, and research skills in first year composition. Computers and Composition, 68, Article 102774. https://doi.org/10.1016/j.compcom.2023.102774
     [Google Scholar]
  7. Betser S., Ambrose R., & Martin L. (2023) “Excited to crash the party”: Girls self-author their identities as makers in a girls-only design/build space. Equity & Excellence in Education, 56(1–2), 159–171. https://doi.org/10.1080/10665684.2022.2131195
     [Google Scholar]
  8. Betser S., Ambrose R., & Martin L. (2023) “Excited to crash the party”: Girls self-author their identities as makers in a girls-only design/build space. Equity & Excellence in Education, 56(1–2), 159–171. https://doi.org/10.1080/10665684.2022.2131195
     [Google Scholar]
  9. Jang E., Seo Y. S., & Brutt-Griffler J. (2023) Building academic resilience in literacy: Digital reading practices and motivational and cognitive engagement. Reading Research Quarterly, 58(1), 160–176. https://doi.org/10.1002/rrq.486
     [Google Scholar]
  10. Jang E., Seo Y. S., & Brutt-Griffler J. (2023) Building academic resilience in literacy: Digital reading practices and motivational and cognitive engagement. Reading Research Quarterly, 58(1), 160–176. https://doi.org/10.1002/rrq.486
     [Google Scholar]
  11. Jiang L., & Gu M. M. (2022) Understanding youths’ civic participation online: A digital multimodal composing perspective. Learning, Media and Technology, 47(4), 1–556. https://doi.org/10.1080/17439884.2022.2044849
     [Google Scholar]
  12. Jiang L., & Gu M. M. (2022) Understanding youths’ civic participation online: A digital multimodal composing perspective. Learning, Media and Technology, 47(4), 1–556. https://doi.org/10.1080/17439884.2022.2044849
     [Google Scholar]
  13. Liu C., Liao M.-G., Chang C.-H., & Lin H.-M. (2022) An analysis of children’ interaction with an AI chatbot and its impact on their interest in reading. Computers & Education, 189, Article 104576. https://doi.org/10.1016/j.compedu.2022.104576
     [Google Scholar]
  14. Liu C., Liao M.-G., Chang C.-H., & Lin H.-M. (2022) An analysis of children’ interaction with an AI chatbot and its impact on their interest in reading. Computers & Education, 189, Article 104576. https://doi.org/10.1016/j.compedu.2022.104576
     [Google Scholar]
  15. Low D. E., & Pandya J. Z. (2022) Centering children’s voices and purposes in multimodality research. Journal of Literacy Research, 54(3), 1–345. https://doi.org/10.1177/1086296X221116862
     [Google Scholar]
  16. Low D. E., & Pandya J. Z. (2022) Centering children’s voices and purposes in multimodality research. Journal of Literacy Research, 54(3), 1–345. https://doi.org/10.1177/1086296X221116862
     [Google Scholar]
  17. Medina Riveros R. A., José Botelho M., Austin T., & Parra Pérez D. A. (2022) Teachers inquiring into translanguaging and multimodal pedagogies: Emerging creative and critical entanglements during transnational professional development. Pedagogies: An International Journal, 17(4), 1–347. https://doi.org/10.1080/1554480X.2022.2139259
     [Google Scholar]
  18. Medina Riveros R. A., José Botelho M., Austin T., & Parra Pérez D. A. (2022) Teachers inquiring into translanguaging and multimodal pedagogies: Emerging creative and critical entanglements during transnational professional development. Pedagogies: An International Journal, 17(4), 1–347. https://doi.org/10.1080/1554480X.2022.2139259
     [Google Scholar]
  19. Mills K. A., Scholes L., & Brown A. (2022) Virtual reality and embodiment in multimodal meaning making. Written Communication, 39(3), 1–369. https://doi.org/10.1177/07410883221083517
     [Google Scholar]
  20. Mills K. A., Scholes L., & Brown A. (2022) Virtual reality and embodiment in multimodal meaning making. Written Communication, 39(3), 1–369. https://doi.org/10.1177/07410883221083517
     [Google Scholar]
  21. Ng D. T. K., Luo W., Chan H. M. Y., & Chu S. K. W. (2022) Using digital story writing as a pedagogy to develop AI literacy among primary students. Computers and Education: Artificial Intelligence, 3, Article 100054. https://doi.org/10.1016/j.caeai.2022.100054
     [Google Scholar]
  22. Ng D. T. K., Luo W., Chan H. M. Y., & Chu S. K. W. (2022) Using digital story writing as a pedagogy to develop AI literacy among primary students. Computers and Education: Artificial Intelligence, 3, Article 100054. https://doi.org/10.1016/j.caeai.2022.100054
     [Google Scholar]
  23. Schneier J. (2023) Modeling mobile writing: Applying sociocognitive models of writing to mobile contexts. Written Communication, 40 (40), 1–29. https://doi.org/10.1177/07410883221131543
     [Google Scholar]
  24. Schneier J. (2023) Modeling mobile writing: Applying sociocognitive models of writing to mobile contexts. Written Communication, 40 (40), 1–29. https://doi.org/10.1177/07410883221131543
     [Google Scholar]
  25. Shimizu A. Y., & Santos J. S. (2022) Third graders collaboratively writing online: Interacting in multiple modalities across multiple spaces to build a tale and community. Language Arts, 100(1), 1–45. https://doi.org/10.58680/la202232010
     [Google Scholar]
  26. Shimizu A. Y., & Santos J. S. (2022) Third graders collaboratively writing online: Interacting in multiple modalities across multiple spaces to build a tale and community. Language Arts, 100(1), 1–45. https://doi.org/10.58680/la202232010
     [Google Scholar]
  27. Shrodes A. (2022) “SAME GURL”: Political feeling in LGBTQ+ digital composing. Journal of Literacy Research, 54 (54), 1–457. https://doi.org/10.1177/1086296X221140862
     [Google Scholar]
  28. Shrodes A. (2022) “SAME GURL”: Political feeling in LGBTQ+ digital composing. Journal of Literacy Research, 54 (54), 1–457. https://doi.org/10.1177/1086296X221140862
     [Google Scholar]
  29. von Gillern S., & Stufft C. (2023) Multimodality, learning and decision-making: Children’s metacognitive reflections on their engagement with video games as interactive texts. Literacy, 57(1), 1–16. https://doi.org/10.1111/lit.12304
     [Google Scholar]
  30. von Gillern S., & Stufft C. (2023) Multimodality, learning and decision-making: Children’s metacognitive reflections on their engagement with video games as interactive texts. Literacy, 57(1), 1–16. https://doi.org/10.1111/lit.12304
     [Google Scholar]
  31. Alghoraibi A. S., & Alghoribi M. S. (2022) Ethnographic sibling research and language learning during the pandemic: Multimodal engagement in literacy and learning over Zoom. Journal of Adolescent & Adult Literacy, 66(3), 1–177. https://doi.org/10.1002/jaal.1268
     [Google Scholar]
  32. Alqahtani S. S. (2023) iPad text-to-speech and repeated reading to improve reading comprehension for students with SLD. Reading & Writing Quarterly, 39(1), 1–15. https://doi.org/10.1080/10573569.2021.1987363
     [Google Scholar]
  33. Anderson S. S. (2023) “Places to stand”: Multiple metaphors for framing ChatGPT’s corpus. Computers and Composition, 68, Article 102778. https://doi.org/10.1016/j.compcom.2023.102778
     [Google Scholar]
  34. Brynildsen S., & Haugsbakken H. (2023) An agentic perspective on teachers’ enactment of professional digital competence. Digital Culture & Education, 14 (14), 1–69. https://www.digital cultureandeducation.com/volume-14–4-papers/an-agentic-perspective-on-teachers-enactment-of-professional-digital-competence
     [Google Scholar]
  35. Kaskazi A., & Kitzie V. (2023) Engagement at the margins: Investigating how marginalized teens use digital media for political participation. New Media & Society, 25(1), 1–94. https://doi.org/10.1177/14614448211009460
     [Google Scholar]
  36. Kim G. M., & Higgs J. (2023) Exploring equity issues with technology in secondary literacy education. Technology, Pedagogy and Education, 32(1), 1–16. https://doi.org/10.1080/1475939X.2022.2150288
     [Google Scholar]
  37. Kraxenberger M., & Lauer G. (2022) Wreading on online literature platforms. Written Communication, 39(3), 1–496. https://doi.org/10.1177/07410883221092730
     [Google Scholar]
  38. Liu Z., Ren Y., Kong X., & Liu S. (2022) Learning analytics based on wearable devices: A systematic literature review from 2011 to 2021. Journal of Educational Computing Research, 60(6), 1–1557. https://doi.org/10.1177/07356331211O64780
     [Google Scholar]
  39. Loh C. E., & Sun B. (2022) The impact of technology use on adolescents’ leisure reading preferences. Literacy, 56(4), 1–339. https://doi.org/10.1111/lit.12282
     [Google Scholar]
  40. Martens M., Balling G., & Higgason K. A. (2022) #BookTokMadeMeReadIt: Young adult reading communities across an international, sociotechnical landscape. Information and Learning Sciences, 123 (1–12), 1–722. https://doi.org/10.1108/ILS-07-2022-0086
     [Google Scholar]
  41. Nash B. L., & Brady R. B. (2022) Video games in the secondary English language arts classroom: A state-of-the-art review of the literature. Reading Research Quarterly, 57 (57), 1–981. https://doi.org/10.1002/rrq.454
     [Google Scholar]
  42. Pacheco M. B., Smith B. E., Combs E., & Amgott N. A. (2022) Translanguaging within multimodal composition products and processes: A systematic review. Pedagogies: An International Journal, 17(4), 1–407. https://doi.org/10.1080/1554480X.2022.2139256https://doi.org/10.1080/1554480X.2022.2139256https://doi.org/10.1080/1554480X.2022.2139256https://doi.org/10.1080/1554480X.2022.2139256
     [Google Scholar]
  43. Pangrazio L., Stornaiuolo A., Nichols T. P., Garcia A., & Philip T. M. (2022) Datafication meets platformization: Materializing data processes in teaching and learning. Harvard Educational Review, 92(2), 1–283. https://doi.org/10.17763/1943-5045-92.2.257
     [Google Scholar]
  44. Turco R. G., Lesaux N. K., & Jones S. M. (2023) Home literacy in the digital era: The role of mobile screen media frequency in a US state. British Journal of Educational Technology, 54(2), 1–533. https://doi.org/10.1111/bjet.13259
     [Google Scholar]
  45. Turner K. H., Stevens E. Y., Paciga K., & O’Byrne W. I. (2022) Co-constructing meaning: Parents and children navigating digital literacies together. Journal of Adolescent & Adult Literacy, 66 (66), 1–167. https://doi.org/10.1002/jaal.1264
     [Google Scholar]
  46. Wambsganss T., Janson A., & Leimeister J. M. (2022) Enhancing argumentative writing with automated feedback and social comparison nudging. Computers & Education, 191, Article 104644. https://doi.org/10.1016/j.compedu.2022.104644
     [Google Scholar]
  47. Barnard-Brak L., Mutua K., Mugoya G. C., Williamson A., & Kudesey C. (2023) Task analysis guidance for number of and readability of steps for individuals with intellectual disabilities. Research in Developmental Disabilities, 133, Article 104411. https://doi.org/10.1016/ j.ridd.2022.104411
     [Google Scholar]
  48. Barnard-Brak L., Mutua K., Mugoya G. C., Williamson A., & Kudesey C. (2023) Task analysis guidance for number of and readability of steps for individuals with intellectual disabilities. Research in Developmental Disabilities, 133, Article 104411. https://doi.org/10.1016/ j.ridd.2022.104411
     [Google Scholar]
  49. Benner G. J., Filderman M. J., Barnard-Brak L., Pennefather J., Smith J. L. M., & Strycker L. A. (2023) Evidence of efficacy of the Integrated Literacy Study Group professional learning program to enhance reading instruction for students with emotional and behavioral disorders. Psychology in the Schools, 60 (60), 1–198. https://doi.org/10.1002/pits.22773
     [Google Scholar]
  50. Benner G. J., Filderman M. J., Barnard-Brak L., Pennefather J., Smith J. L. M., & Strycker L. A. (2023) Evidence of efficacy of the Integrated Literacy Study Group professional learning program to enhance reading instruction for students with emotional and behavioral disorders. Psychology in the Schools, 60 (60), 1–198. https://doi.org/10.1002/pits.22773
     [Google Scholar]
  51. Benner G. J., Strycker L. A., Pennefather J., & Smith J. L. M. (2022) Improving literacy for students with emotional and behavioral disorders: An innovative approach. Teacher Education and Special Education, 45(4), 1–348. https://doi.org/10.1177/08884064221079813
     [Google Scholar]
  52. Benner G. J., Strycker L. A., Pennefather J., & Smith J. L. M. (2022) Improving literacy for students with emotional and behavioral disorders: An innovative approach. Teacher Education and Special Education, 45(4), 1–348. https://doi.org/10.1177/08884064221079813
     [Google Scholar]
  53. Butler W. S., Hord C., & Watts-Taffe S. (2022) Increasing secondary students’ comprehension through explicit attention to narrative text structure. TEACHING Exceptional Children, 54(6), 1–403. https://doi.org/10.1177/00400599211025548
     [Google Scholar]
  54. Butler W. S., Hord C., & Watts-Taffe S. (2022) Increasing secondary students’ comprehension through explicit attention to narrative text structure. TEACHING Exceptional Children, 54(6), 1–403. https://doi.org/10.1177/00400599211025548
     [Google Scholar]
  55. Cheyney-Collante K., Gonsalves V., & Giuliani S. (2022) Online dyslexia professional development for diverse practitioners: A multiple-case study. Teacher Education and Special Education, 45(3), 1–264. https://doi.org/10.1177/08884064211050344
     [Google Scholar]
  56. Cheyney-Collante K., Gonsalves V., & Giuliani S. (2022) Online dyslexia professional development for diverse practitioners: A multiple-case study. Teacher Education and Special Education, 45(3), 1–264. https://doi.org/10.1177/08884064211050344
     [Google Scholar]
  57. Cho E., Mancilla-Martinez J., Hwang J. K., Fuchs L. S., Seethaler P. M., & Fuchs D. (2022) Comorbidity in reading comprehension and word-problem solving difficulties: Exploring shared risk factors and their impact on language minority learners. Journal of Learning Disabilities, 55(6), 1–527. https://doi.org/10.1177/00222194211068355
     [Google Scholar]
  58. Cho E., Mancilla-Martinez J., Hwang J. K., Fuchs L. S., Seethaler P. M., & Fuchs D. (2022) Comorbidity in reading comprehension and word-problem solving difficulties: Exploring shared risk factors and their impact on language minority learners. Journal of Learning Disabilities, 55(6), 1–527. https://doi.org/10.1177/00222194211068355
     [Google Scholar]
  59. Didion L., & Toste J. R. (2022) Data Mountain: Self-monitoring, goal setting, and positive attributions to enhance the oral reading fluency of elementary students with or at risk for reading disabilities. Journal of Learning Disabilities, 55(5), 1–392. https://doi.org/10.11 77/00222194211043482
     [Google Scholar]
  60. Didion L., & Toste J. R. (2022) Data Mountain: Self-monitoring, goal setting, and positive attributions to enhance the oral reading fluency of elementary students with or at risk for reading disabilities. Journal of Learning Disabilities, 55(5), 1–392. https://doi.org/10.11 77/00222194211043482
     [Google Scholar]
  61. Griendling L. M., VanUitert V. J., McDonald S. M., Kunemund R., & Kennedy M. J. (2022) Using multimedia to create explicit and culturally responsive content area vocabulary lessons. TEACHING Exceptional Children, 55(1), 1–58. https://doi.org/10.1177/00400599211038322
     [Google Scholar]
  62. Griendling L. M., VanUitert V. J., McDonald S. M., Kunemund R., & Kennedy M. J. (2022) Using multimedia to create explicit and culturally responsive content area vocabulary lessons. TEACHING Exceptional Children, 55(1), 1–58. https://doi.org/10.1177/00400599211038322
     [Google Scholar]
  63. Kambouri M., Simon H., & Brooks G. (2023) Using speech-to-text technology to empower young writers with special educational needs. Research in Developmental Disabilities, 135, Article 104466. https://doi.org/10.1016/j.ridd.2023.104466
     [Google Scholar]
  64. Kambouri M., Simon H., & Brooks G. (2023) Using speech-to-text technology to empower young writers with special educational needs. Research in Developmental Disabilities, 135, Article 104466. https://doi.org/10.1016/j.ridd.2023.104466
     [Google Scholar]
  65. Knoop-van Campen C. A. N., ter Doest D., Verhoeven L., & Segers E. (2022) The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia. Annals of Dyslexia, 72, 1–360. https://doi.org/10.1007/s11881021-00246-w
     [Google Scholar]
  66. Knoop-van Campen C. A. N., ter Doest D., Verhoeven L., & Segers E. (2022) The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia. Annals of Dyslexia, 72, 1–360. https://doi.org/10.1007/s11881021-00246-w
     [Google Scholar]
  67. Liu J., Ren X., Wang Y., & Zhao J. (2023) Visual attention span capacity in developmental dyslexia: A meta-analysis. Research in Developmental Disabilities, 135, Article 104465. https://doi.org/10.1016/j.ridd.2023.104465
     [Google Scholar]
  68. Liu J., Ren X., Wang Y., & Zhao J. (2023) Visual attention span capacity in developmental dyslexia: A meta-analysis. Research in Developmental Disabilities, 135, Article 104465. https://doi.org/10.1016/j.ridd.2023.104465
     [Google Scholar]
  69. Odegard T. N., Farris E. A., & Washington J. A. (2022) Exploring boundary conditions of the listening comprehension-reading comprehension discrepancy index. Annals of Dyslexia, 72, 1–323. https://doi.org/10.1007/s11881–021-00250–0
     [Google Scholar]
  70. Odegard T. N., Farris E. A., & Washington J. A. (2022) Exploring boundary conditions of the listening comprehension-reading comprehension discrepancy index. Annals of Dyslexia, 72, 1–323. https://doi.org/10.1007/s11881–021-00250–0
     [Google Scholar]
  71. Vaughn S., Grills A. E., Capin P., Roberts G., Fall A.-M., & Daniel J. (2022) Examining the effects of integrating anxiety management instruction within a reading intervention for upper elementary students with reading difficulties. Journal of Learning Disabilities, 55(5), 1–426. https://doi.org/10.1177/00222194211053225
     [Google Scholar]
  72. Vaughn S., Grills A. E., Capin P., Roberts G., Fall A.-M., & Daniel J. (2022) Examining the effects of integrating anxiety management instruction within a reading intervention for upper elementary students with reading difficulties. Journal of Learning Disabilities, 55(5), 1–426. https://doi.org/10.1177/00222194211053225
     [Google Scholar]
  73. Wexler J., Swanson E., Shelton A., Kurz L. A., Bray L., & Hogan E. (2023) Sustaining the use of evidence-based Tier 1 literacy practices that benefit students with disabilities. Journal of Learning Disabilities, 56 (56), 1–160. https://doi.org/10.1177/00222194211065499
     [Google Scholar]
  74. Wexler J., Swanson E., Shelton A., Kurz L. A., Bray L., & Hogan E. (2023) Sustaining the use of evidence-based Tier 1 literacy practices that benefit students with disabilities. Journal of Learning Disabilities, 56 (56), 1–160. https://doi.org/10.1177/00222194211065499
     [Google Scholar]
  75. Wolbers K., Dostal H., & Holcomb L. (2023) Teacher reports of secondary writing instruction with deaf students. Journal of Literacy Research, 55 (55), 1–50. https://doi.org/ 10.1177/1086296X231163124
     [Google Scholar]
  76. Wolbers K., Dostal H., & Holcomb L. (2023) Teacher reports of secondary writing instruction with deaf students. Journal of Literacy Research, 55 (55), 1–50. https://doi.org/ 10.1177/1086296X231163124
     [Google Scholar]
  77. Briceño A., & Rodriguez-Mojica C. (2022) “It made me see what kind of teacher I want to be:” Critical literacy in a pre-service literacy methods course. Action in Teacher Education, 44(4), 1–307. https://doi.org/10.1080/01626620.2022.2108162
     [Google Scholar]
  78. Capin P., Gillam S. L., Fall A. M., Roberts G., Dille J. T., & Gillam R. B. (2022) Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties. Annals of Dyslexia, 72(2), 1–275. https://doi.org/10.1007/s11881-022-00255-3
     [Google Scholar]
  79. Didion L., & Toste J. R. (2022) Climb data mountain: How components of self-determination can support oral reading fluency practice. TEACHING Exceptional Children, 54(6), 1–432. https://doi.org/10.1177/00400599211027282
     [Google Scholar]
  80. Filderman M. J., & Toste J. R. (2022) Effects of varying levels of data use to intensify a multisyllabic word reading intervention for upper elementary students with or at risk for reading disabilities. Journal of Learning Disabilities, 55(5), 1–407. https://doi.org/10.1177/00222194211048405
     [Google Scholar]
  81. Flanagan S. M. (2023) Map it out! Using technology-based concept mapping for written expression. TEACHING Exceptional Children, 55(3), 1–223. https://doi.org/10.1177/00400599221099723
     [Google Scholar]
  82. Giazitzidou S., & Padeliadu S. (2022) Contribution of morphological awareness to reading fluency of children with and without dyslexia: Evidence from a transparent orthography. Annals of Dyslexia, 72 (72), 1–531. https://doi.org/10.1007/s11881-022-00267-z
     [Google Scholar]
  83. Harris L. N., Creed B., Perfetti C. A., & Rickles B. B. (2022) The role of word knowledge in error detection: A challenge to the broken error monitor account of dyslexia. Annals of Dyslexia, 72(2), 1–402. https://doi.org/10.1007/s11881-021-00248-8
     [Google Scholar]
  84. Hsu C.-F. (2023) Contextual effects on the figurative processing of nouns and verbs in people with Williams syndrome. Research in Developmental Disabilities, 134, Article 104429. https://doi.org/10.1016/j.ridd.2023.104429
     [Google Scholar]
  85. Kim Y.-S. G. (2022) Co-occurrence of reading and writing difficulties: The application of the interactive dynamic literacy model. Journal of Learning Disabilities, 55(6), 1–464. https://doi.org/10.1177/00222194211060868
     [Google Scholar]
  86. King S., Wang L., Datchuk S. M., & Rodgers D. B. (2023) Meta-analyses of reading intervention studies including students with learning disabilities: A methodological review. Journal of Learning Disabilities, 56(3), 1–224. https://doi.org/10.1177/00222194211060868
     [Google Scholar]
  87. Middleton A. E., Farris E. A., Ring J. J., & Odegard T. N. (2022) Predicting and evaluating treatment response: Evidence toward protracted response patterns for severely impacted students with dyslexia. Journal of Learning Disabilities, 55(4), 1–291. https://doi.org/10.1177/00222194211047633
     [Google Scholar]
  88. Prahl A., & Gilson C. (2023) Functional literacy intervention for postsecondary students with intellectual and developmental disabilities: A pilot study. Intellectual and Developmental Disabilities, 61(2), 1–144. https://doi.org/10.1352/1934–9556-61.2.124
     [Google Scholar]
  89. Prince A. M. T., & Hayden H. E. (2022) Repositioning disability in children’s picture books through classroom read-alouds. TEACHING Exceptional Children, 55(1), 1–38. https://doi.org/10.1177/00400599211038299
     [Google Scholar]
  90. Solis M., Kulesz P., & Williams K. (2022) Response to intervention for high school students: Examining baseline word reading skills and reading comprehension outcomes. Annals of Dyslexia, 72(2), 1–340. https://doi.org/10.1007/s11881–022-00253–5
     [Google Scholar]
  91. Vazeux M., Le Nail P., & Doignon-Camus N. (2023) Short report on a syllable-based intervention to improve phonemic awareness and reading in children with DLD. Research in Developmental Disabilities, 135, Article 104455. https://doi.org/10.1016/j.ridd.2023.104455
     [Google Scholar]
  92. Coyne P., Munroe-Chandler K. J., & Woodruff S. J. (2022) A content and thematic analysis of body-positive children’s picturebooks. Journal of Children’s Literature, 48 (48), pp. 1–58.
     [Google Scholar]
  93. Coyne P., Munroe-Chandler K. J., & Woodruff S. J. (2022) A content and thematic analysis of body-positive children’s picturebooks. Journal of Children’s Literature, 48 (48), pp. 1–58.
     [Google Scholar]
  94. Dávila D. (2022) The tacit censorship of youth literature: A taxonomy of text selection stances. Children’s Literature in Education, 53 (53), 1–391. https://doi.org/10.1007/s0583–022-09498–5
     [Google Scholar]
  95. Dávila D. (2022) The tacit censorship of youth literature: A taxonomy of text selection stances. Children’s Literature in Education, 53 (53), 1–391. https://doi.org/10.1007/s0583–022-09498–5
     [Google Scholar]
  96. Dunn M. B. (2022) When teachers lose loved ones: Affective practices in teachers’ accounts of addressing loss in literature instruction. Reading Research Quarterly, 57 (57), 1–1064. https://doi.org/10.1002/rrq.460
     [Google Scholar]
  97. Dunn M. B. (2022) When teachers lose loved ones: Affective practices in teachers’ accounts of addressing loss in literature instruction. Reading Research Quarterly, 57 (57), 1–1064. https://doi.org/10.1002/rrq.460
     [Google Scholar]
  98. Enriquez G. (2022) “I don’t want to finish this book!”, or A posthumanist view of affect, reader response, and children’s literature. Children’s Literature in Education, 53 (53), 1–326. https://doi.org/10.1007/s10583-022-09501-z
     [Google Scholar]
  99. Enriquez G. (2022) “I don’t want to finish this book!”, or A posthumanist view of affect, reader response, and children’s literature. Children’s Literature in Education, 53 (53), 1–326. https://doi.org/10.1007/s10583-022-09501-z
     [Google Scholar]
  100. Fletcher L., & Holyoke E. (2023) Reading the word and world: Portrayals of activism in children’s literature. The Reading Teacher, 76 (76), 1–723. https://doi.org/10.1002/trtr.2191
     [Google Scholar]
  101. Fletcher L., & Holyoke E. (2023) Reading the word and world: Portrayals of activism in children’s literature. The Reading Teacher, 76 (76), 1–723. https://doi.org/10.1002/trtr.2191
     [Google Scholar]
  102. Gu X., & Catalano T. (2022) Representing transition experiences: A multimodal critical discourse analysis of young immigrants in children’s literature. Linguistics and Education, 71, Article 101083. https://doi.org/10.1016/j.linged.2022.101083
     [Google Scholar]
  103. Gu X., & Catalano T. (2022) Representing transition experiences: A multimodal critical discourse analysis of young immigrants in children’s literature. Linguistics and Education, 71, Article 101083. https://doi.org/10.1016/j.linged.2022.101083
     [Google Scholar]
  104. Levine S., & Mah C. (2023) Funds of feeling: A feeling-based approach to literary interpretation. English Journal 112(6), 1–71. https://doi.org/10.58680/ej202332489
     [Google Scholar]
  105. Levine S., & Mah C. (2023) Funds of feeling: A feeling-based approach to literary interpretation. English Journal 112(6), 1–71. https://doi.org/10.58680/ej202332489
     [Google Scholar]
  106. Miller H. C., Boehm S., Colantonio-Yurko K., & Adams B. (2022) Himpathy, herasure, and down girl moves: A critical content analysis of sexual assault in young adult literature. Journal of Literacy Research, 54 (54), 1–321. https://doi.org/10.1177/1086296X221116856
     [Google Scholar]
  107. Miller H. C., Boehm S., Colantonio-Yurko K., & Adams B. (2022) Himpathy, herasure, and down girl moves: A critical content analysis of sexual assault in young adult literature. Journal of Literacy Research, 54 (54), 1–321. https://doi.org/10.1177/1086296X221116856
     [Google Scholar]
  108. Pantaleo S. (2023) Reviewing the multifaceted complexity and potential of wordless picturebooks. Bookbird: A Journal of International Children’s Literature, 61 (61), 1–25. https://doi.org/10.1353/bkb.2023.0020
     [Google Scholar]
  109. Pantaleo S. (2023) Reviewing the multifaceted complexity and potential of wordless picturebooks. Bookbird: A Journal of International Children’s Literature, 61 (61), 1–25. https://doi.org/10.1353/bkb.2023.0020
     [Google Scholar]
  110. Reid S. D., Zapata A., Adu-Gyamfi M., & Hoffmann W. (2022) “It might be different from what we think”: Critical encounters with linguistically diverse picturebooks in an elementary classroom. Language Arts, 100 (100), 1–134. https://doi.org/10.58680/la202232139
     [Google Scholar]
  111. Reid S. D., Zapata A., Adu-Gyamfi M., & Hoffmann W. (2022) “It might be different from what we think”: Critical encounters with linguistically diverse picturebooks in an elementary classroom. Language Arts, 100 (100), 1–134. https://doi.org/10.58680/la202232139
     [Google Scholar]
  112. Sarigianides S. T., & Borsheim-Black C. (2022) High fidelity: Factors affecting preservice ELA teachers’ commitment to antiracist literature instruction. English Education, 55 (55), 1–26. https://doi.org/10.58680/ee202232129
     [Google Scholar]
  113. Sarigianides S. T., & Borsheim-Black C. (2022) High fidelity: Factors affecting preservice ELA teachers’ commitment to antiracist literature instruction. English Education, 55 (55), 1–26. https://doi.org/10.58680/ee202232129
     [Google Scholar]
  114. Tondreau A., & Rabinowitz L. (2022) The intersection of dysconscious ableism and niceness in teachers’ critical readings of characters with disabilities in picture books. The Dragon Lode, 41 (41), 1–18.
     [Google Scholar]
  115. Tondreau A., & Rabinowitz L. (2022) The intersection of dysconscious ableism and niceness in teachers’ critical readings of characters with disabilities in picture books. The Dragon Lode, 41 (41), 1–18.
     [Google Scholar]
  116. Vaughn M., Massey D., Vitullo A., Masterson J., & Li X. (2022) Critical depictions of agency in Pura Belpré awarded texts. Children’s Literature in Education, 53(3), 1–359. https://doi.org/10.1007/s10583-022-09504-w
     [Google Scholar]
  117. Vaughn M., Massey D., Vitullo A., Masterson J., & Li X. (2022) Critical depictions of agency in Pura Belpré awarded texts. Children’s Literature in Education, 53(3), 1–359. https://doi.org/10.1007/s10583-022-09504-w
     [Google Scholar]
  118. Wang Y., Guo W., & Sui X. (2022) A content analysis of Chinese American contemporary realistic fiction books. The Reading Teacher, 76 (76), 1–168. https://doi.org/10.1002/trtr.2119
     [Google Scholar]
  119. Wang Y., Guo W., & Sui X. (2022) A content analysis of Chinese American contemporary realistic fiction books. The Reading Teacher, 76 (76), 1–168. https://doi.org/10.1002/trtr.2119
     [Google Scholar]
  120. Abi Villanueva S. (2022) Kapow! Bam! Wham! Shattering adolescent stereotypes and promoting social change making in comic books. Study & Scrutiny: Research on Young Adult Literature, 5 (5), 1–240. https://doi.org/10.15763/issn.2376-5275.2022.5.2.220-240
     [Google Scholar]
  121. Abruzzo E., & Bartow Jacobs K. (2022) “I felt goosebumps”: Emotional experiences of preservice English teachers and the critical use of narratives. English Teaching: Practice & Critique, 21 (21), 1–349. https://doi.org/10.1108/ETPC-11-2020-0150
     [Google Scholar]
  122. Campos D. (2023) Gender nonconforming boys in picture books: Using protagonists to examine social roles and stereotypes. Children & Libraries: The Journal of the Association for Library Service to Children, 21(2), 1–19. https://doi.org/10.5860/cal.21.2.14
     [Google Scholar]
  123. Chung R. H., & Heny N. A. (2022) Preparation and practice: Preservice English teachers’ experiences in learning to facilitate text-based discussions. English Education, 54 (54), 1–314. https://doi.org/10.58680/ee202231980
     [Google Scholar]
  124. Gannon M., Ervin J., & Overton L. (2022) What happens when you read about racism? English Education, 54 (54), 1–340. https://doi.org/10.58680/ee202231982
     [Google Scholar]
  125. Heineke A. J., Papola-Ellis A., & Elliott J. (2022) Using texts as mirrors: The power of readers seeing themselves. The Reading Teacher, 76 (76), 1–284. https://doi.org/10.1002/trtr.2139
     [Google Scholar]
  126. Hill J. (2023) Binary gender representations in picturebooks about transgender children. Journal of Children’s Literature, 49 (49), 1–55. https://www.childrensliteratureassembly.org/uploads/1/1/8/6/118631535/49-1_6-article-hill.pdf
     [Google Scholar]
  127. Kershen J. E. L. (2022) Graphic narratives as opportunities for professional learning: A sociocognitive complexity reading of the graphic novel Queen of the sea. Study & Scrutiny: Research on Young Adult Literature, 5 (5), 1–219. https://doi.org/10.15763/issn.2376-5275.2022.5.2.197-219
     [Google Scholar]
  128. Koss M. D., & Paciga K. A. (2022) Conducting a diversity audit: Who is represented in your classroom library? The Reading Teacher, 76 (76), 1–268. https://doi.org/10.1002/trtr.2136
     [Google Scholar]
  129. Lacina J., Helling M., Nakamura T., & Montgomery S. (2022) Award-winning picturebooks with refugees and immigrants as protagonists: Building understanding and inspiration. The Dragon Lode, 41 (41), 1–18.
     [Google Scholar]
  130. Lewis K., & Nixon S. B. (2023) Honoring Indigenous languages through literature. Language Arts, 100 (100), 192–205. https://doi.org/10.58680/la202332262
     [Google Scholar]
  131. Maton R. M., Dexter B., McKeon N., Urias-Velasquez E., & Washington B. (2022) Far apart, close in heart: Exploring representations of familial incarceration in children’s picturebooks. Journal of Children’s Literature, 48 (48), 1–32. https://www.childrensliteratureassembly.org/uploads/1/1/8/6/118631535/4-jcl_48-2_article-matonetal.pdf
     [Google Scholar]
  132. Nash B. L. (2023) Attending to the sounds of stories: The affordances of audiobooks in the English classroom. Changing English, 30 (30), 1–106. https://doi.org/10.1080/1358684X.2023.2169899
     [Google Scholar]
  133. Price R. S. (2022) Contesting obscenity: Book challengers and criminalizing literature. Journal of Intellectual Freedom & Privacy, 7(4), 1–45. https://doi.org/10.5860/jifp.v7i4.7747
     [Google Scholar]
  134. Riesco H. S., & Grizzle M. Y. (2022) Through the space and time of educational experiences: Examining the chronotopic landscape in New kid. Study & Scrutiny: Research on Young Adult Literature, 5 (5), 1–196. https://doi.org/10.15763/issn.2376-5275.2022.5.2.175-196
     [Google Scholar]
  135. Scane C. D. (2022) From Language arts to learning communities: Elevating discussion through critical encounters that extend beyond picturebooks and across text types and grade bands. Language Arts, 100 (100), 1–139. https://doi.org/10.58680/la202232140
     [Google Scholar]
  136. Scott A., Wang C., & Cheong Y. (2023) The Bullying Literature Project: Promoting bystander behavior using children’s literature. School Mental Health, 15 (15), 1–137. https://doi.org/10.1007/s12310-022-09537-y
     [Google Scholar]
  137. Vitullo A. (2022) Displacement in young adult literature: A thematic analysis. Children’s Literature in Education, 53 (53), 1–312. https://doi.org/10.1007/s10583-022-09505-9
     [Google Scholar]
  138. Wells M. S., Morrison J. D., & López-Robertson J. (2022) Building critical reading and critical literacy with picturebook analysis. The Reading Teacher, 76 (76), 1–200. https://doi.org/10.1002/trtr.2130
     [Google Scholar]
  139. Allen J. K., Griffin R. A., & Mindrila D. (2022) Discerning (dis)information: Teacher perceptions of critical media literacy. Journal of Media Literacy Education, 14 (14), 1–16. https://digitalcommons.uri.edu/jmle/vol14/iss3/1/
     [Google Scholar]
  140. Allen J. K., Griffin R. A., & Mindrila D. (2022) Discerning (dis)information: Teacher perceptions of critical media literacy. Journal of Media Literacy Education, 14 (14), 1–16. https://digitalcommons.uri.edu/jmle/vol14/iss3/1/
     [Google Scholar]
  141. Currie D. H., & Kelly D. M. (2022) Critical media literacy for uncertain times: Promoting student reflexivity. Journal of Media Literacy Education, 14 (14), 1–26. https://doi.org/10.23860/JMLE-2022-14-2-2
     [Google Scholar]
  142. Currie D. H., & Kelly D. M. (2022) Critical media literacy for uncertain times: Promoting student reflexivity. Journal of Media Literacy Education, 14 (14), 1–26. https://doi.org/10.23860/JMLE-2022-14-2-2
     [Google Scholar]
  143. Er-raid O., & Chouari A. (2023) Teaching critical media literacy to fight fake news in Moroccan higher education: Focus on Facebook and YouTube. Arab World English Journal, 14 (14), 1–315. https://doi.org/10.24093/awej/vol14no1.19
     [Google Scholar]
  144. Er-raid O., & Chouari A. (2023) Teaching critical media literacy to fight fake news in Moroccan higher education: Focus on Facebook and YouTube. Arab World English Journal, 14 (14), 1–315. https://doi.org/10.24093/awej/vol14no1.19
     [Google Scholar]
  145. Giaccardi S., Rogers A., & Rosenthal E. L. (2022, October). A glaring absence: The climate crisis is virtually nonexistent in scripted entertainment. Norman Lear Center Media Impact Project, University of Southern California; Good Energy. https://learcenter.s3.us-west-1.amazon aws.com/GlaringAbsence_NormanLearCenter.pdf
     [Google Scholar]
  146. Giaccardi S., Rogers A., & Rosenthal E. L. (2022, October). A glaring absence: The climate crisis is virtually nonexistent in scripted entertainment. Norman Lear Center Media Impact Project, University of Southern California; Good Energy. https://learcenter.s3.us-west-1.amazon aws.com/GlaringAbsence_NormanLearCenter.pdf
     [Google Scholar]
  147. Glas R., van Vught J., Fluitsma T., De La Hera T., & Gómez-García S. (2023) Literacy at play: An analysis of media literacy games used to foster media literacy competencies. Frontiers in Communication, 8, Article 1155840. https://www.frontiersin.org/articles/10.3389/ fcomm.2023.1155840/full
     [Google Scholar]
  148. Glas R., van Vught J., Fluitsma T., De La Hera T., & Gómez-García S. (2023) Literacy at play: An analysis of media literacy games used to foster media literacy competencies. Frontiers in Communication, 8, Article 1155840. https://www.frontiersin.org/articles/10.3389/ fcomm.2023.1155840/full
     [Google Scholar]
  149. Harvey J., McNelly T. A., & Buxton J. A. (2022) Toward a media literate world: Exploring secondary educators’ challenges incorporating media literacy education. Media Education Research Journal, 11 (11), 1–21. https://doi.org/10.5281/zenodo.7459944
     [Google Scholar]
  150. Harvey J., McNelly T. A., & Buxton J. A. (2022) Toward a media literate world: Exploring secondary educators’ challenges incorporating media literacy education. Media Education Research Journal, 11 (11), 1–21. https://doi.org/10.5281/zenodo.7459944
     [Google Scholar]
  151. Matthews J. C. (2022) College students’ perspectives of bias in their news consumption habits. Journal of Media Literacy Education, 14(3), 1–52. https://doi.org/10.23860/JMLE-2022-14-3-4
     [Google Scholar]
  152. Matthews J. C. (2022) College students’ perspectives of bias in their news consumption habits. Journal of Media Literacy Education, 14(3), 1–52. https://doi.org/10.23860/JMLE-2022-14-3-4
     [Google Scholar]
  153. McNeill E. (2023, February). US media literacy policy report 2022: A state-by-state status of media literacy education laws for K–12 schools. Media Literacy Now. https://medialiteracy now.org/document/u-s-media-literacy-policy-report-2022/
     [Google Scholar]
  154. McNeill E. (2023, February). US media literacy policy report 2022: A state-by-state status of media literacy education laws for K–12 schools. Media Literacy Now. https://medialiteracy now.org/document/u-s-media-literacy-policy-report-2022/
     [Google Scholar]
  155. Park S., Lee J. Y., Notley T., & Dezuanni M. (2023) Exploring the relationship between media literacy, online interaction, and civic engagement. The Information Society, 39 (39), 1–261. https://doi.org/10.1080/01972243.2023.2211055
     [Google Scholar]
  156. Park S., Lee J. Y., Notley T., & Dezuanni M. (2023) Exploring the relationship between media literacy, online interaction, and civic engagement. The Information Society, 39 (39), 1–261. https://doi.org/10.1080/01972243.2023.2211055
     [Google Scholar]
  157. Pereira S., & Moura P. (2022) Assessing media literacy competencies: Reflections and recommendations from a quantitative study. Journal of Media Literacy Education, 14(3), 1–93. https://doi.org/10.23860/JMLE-2022-14-3-7
     [Google Scholar]
  158. Pereira S., & Moura P. (2022) Assessing media literacy competencies: Reflections and recommendations from a quantitative study. Journal of Media Literacy Education, 14(3), 1–93. https://doi.org/10.23860/JMLE-2022-14-3-7
     [Google Scholar]
  159. Scharrer E., Ali Durrani A., Suren N., Kang Y., Zhou Y., & Butterworth E. (2023) Early adolescents’ views of gender on YouTube in the context of a critical media literacy program. The Communication Review, 26 (26), 1–86. https://doi.org/10.1080/10714421.2023.2167911
     [Google Scholar]
  160. Scharrer E., Ali Durrani A., Suren N., Kang Y., Zhou Y., & Butterworth E. (2023) Early adolescents’ views of gender on YouTube in the context of a critical media literacy program. The Communication Review, 26 (26), 1–86. https://doi.org/10.1080/10714421.2023.2167911
     [Google Scholar]
  161. Squires L., Peters A., & Rohr L. (2023) Exploring critical media health literacy (CMHL) in the online classroom. Journal of Media Literacy Education, 15 (15), 1–71. https://doi.org/10.23860/ JMLE-2023-15-1-5
     [Google Scholar]
  162. Squires L., Peters A., & Rohr L. (2023) Exploring critical media health literacy (CMHL) in the online classroom. Journal of Media Literacy Education, 15 (15), 1–71. https://doi.org/10.23860/ JMLE-2023-15-1-5
     [Google Scholar]
  163. Stamps D. L. (2023) The nexus between Black media consumers’ racial identity, critical and digital media literacy skills, and psychological well-being. Information, Communication & Society. Advance online publication. https://doi.org/10.1080/1369118X.2023.2174789
     [Google Scholar]
  164. Stamps D. L. (2023) The nexus between Black media consumers’ racial identity, critical and digital media literacy skills, and psychological well-being. Information, Communication & Society. Advance online publication. https://doi.org/10.1080/1369118X.2023.2174789
     [Google Scholar]
  165. Ulu-Aslan E., & Baş B. (2023) Popular culture texts in education: The effect of tales transformed into children’s media on critical thinking and media literacy skills. Thinking Skills and Creativity, 47, Article 101202. https://doi.org/10.1016/j.tsc.2022.101202
     [Google Scholar]
  166. Ulu-Aslan E., & Baş B. (2023) Popular culture texts in education: The effect of tales transformed into children’s media on critical thinking and media literacy skills. Thinking Skills and Creativity, 47, Article 101202. https://doi.org/10.1016/j.tsc.2022.101202
     [Google Scholar]
  167. Vogels E. A., Gelles-Watnick R., & Massarat N. (2022, August 10). Teens, social media, and technology 2022. Pew Research Center. https://www.pewresearch.org/internet/2022/08/10/teens-social-media-and-technology-2022/
     [Google Scholar]
  168. Vogels E. A., Gelles-Watnick R., & Massarat N. (2022, August 10). Teens, social media, and technology 2022. Pew Research Center. https://www.pewresearch.org/internet/2022/08/10/teens-social-media-and-technology-2022/
     [Google Scholar]
  169. Bulger M., Baleria G., Hobbs R., & Moffitt K. R. (2023) The promise of media literacy education when “everything is at stake” and “everything is expected.” Journal of Media Literacy Education, 15 (15), 1–108. https://doi.org/10.23860/JMLE-2023-15-1-8
     [Google Scholar]
  170. DiGiacomo D. K., Hodgin E., Kahne J., Alkam S., & Taylor C. (2023) Assessing the state of media literacy policy in US K-12 schools. Journal of Children and Media, 17(3), 1–352. https://doi.org/10.1080/17482798.2023.2201890
     [Google Scholar]
  171. Glotov S. (2023) Intercultural film literacy education against cultural mis-representation: Finnish visual art teachers’ perspectives. Journal of Media Literacy Education, 15 (15), 1–43. https://doi.org/10.23860/JMLE-2023-15-1-3
     [Google Scholar]
  172. Hendrix-Soto A., & Nash B. (2023) Critical approaches to media literacy in teacher education: Accounting for the challenges of post-truth politics. Journal of Language & Literacy Education, 19(1), 1–17. http://jolle.coe.uga.edu/wp-content/uploads/2023/05/Hendrix-Soto_JOLLE2023_final.pdf
     [Google Scholar]
  173. Hodbod’ V (2023) In my secret life: Reflections on media life, learning, and research. Journal of Media Literacy Education, 15 (15), 1–84. https://doi.org/10.23860/JMLE-2023-15-1-6
     [Google Scholar]
  174. Huber B., Borah P, & Gil de Zuniga H. (2022) Taking corrective action when exposed to fake news: The role of fake news literacy. Journal of Media Literacy Education, 14 (14), 1–14. https://doi.org/10.23860/JMLE-2022-14-2-1
     [Google Scholar]
  175. Kutlu-Abu N., & Arslan R. (2023) Evolving trend of media literacy research: A bibliometric analysis. Journal of Media Literacy Education, 15 (15), 1–98. https://doi.org/10.23860/JMLE-2023-15-1-7
     [Google Scholar]
  176. Potter W. J. (2022) Analyzing the distinction between protectionism and empowerment as perspectives on media literacy education. Journal of Media Literacy Education, 14 (14), 1–131. https://doi.org/10.23860/JMLE-2022-14-3-10
     [Google Scholar]
  177. Qian S., Shen C., & Zhang J. (2023) Fighting cheapfakes: Using a digital media literacy intervention to motivate reverse search of out-of-context visual misinformation. Journal of Computer-Mediated Communication, 28(1), Article zmac024. https://doi.org/10.1093/jcmc/zmac024
     [Google Scholar]
  178. Seraji F., Ansari S., & Chosarih M. R. Y. (2023) Effect of community of inquiry method on media literacy competencies in elementary students. Education and Information Technologies, 28(5), 1–5340. https://doi.org/10.1007/s10639-022-11389-7
     [Google Scholar]
  179. Seuferling P., Forsler I., King G., Lofgren I., & Saati F. (2023) Diraya.media—Learning media literacy with and from media activists. International Journal of Communication, 17, 1–919. https://ijoc.org/index.php/ijoc/article/view/20058
     [Google Scholar]
  180. Shear S. B., & Hawkman A. M. (2023) One class is not enough: Learnings from a critical race media literacy course for elementary teacher education. Multicultural Perspectives, 25 (25), 1–29. https://doi.org/10.1080/15210960.2022.2162527
     [Google Scholar]
  181. Yilmazer A., & Bekdemir Ü (2023) Developing the Media Literacy Reflective Thinking Scale (MLRTS): A validity and reliability study. e-International Journal of Educational Research, 14 (14), 1–235. https://doi.org/10.19160/e-ijer.1222946
     [Google Scholar]
  182. Wright C. L., Branch R., Ey L.-A., Hopper K. M., & Warburton W. (2022) Popular music media literacy: A pilot study. Journal of Media Literacy Education, 14(3), 1–38. https://doi.org/10.23860/JMLE-2022-14-3-3
     [Google Scholar]
  183. Begeny J. C., Wang J., Levy R. A., Sanetti L. M., Loehman J., & Rodriguez K. (2023) Considering the implementation research-to-practice gap: An experimental evaluation of interventiongeneral methods for assessing and supporting intervention fidelity through coaching. Journal of School Psychology, 97, 1–170. https://doi.org/10.1016/j.jsp.2023.01.003
     [Google Scholar]
  184. Begeny J. C., Wang J., Levy R. A., Sanetti L. M., Loehman J., & Rodriguez K. (2023) Considering the implementation research-to-practice gap: An experimental evaluation of interventiongeneral methods for assessing and supporting intervention fidelity through coaching. Journal of School Psychology, 97, 1–170. https://doi.org/10.1016/j.jsp.2023.01.003
     [Google Scholar]
  185. Broemmel A. D., Rigell A., & Swafford K. J. (2022) “It took someone telling me that I could do it”: Teacher perceptions of a yearlong literacy professional development program. The Elementary School Journal, 123 (123), 1–252. https://doi.org/10.1086/721920
     [Google Scholar]
  186. Broemmel A. D., Rigell A., & Swafford K. J. (2022) “It took someone telling me that I could do it”: Teacher perceptions of a yearlong literacy professional development program. The Elementary School Journal, 123 (123), 1–252. https://doi.org/10.1086/721920
     [Google Scholar]
  187. De León L., Corbeil R., & Corbeil M. E. (2023) The development and validation of a teacher education digital literacy and digital pedagogy evaluation. Journal of Research on Technology in Education, 55 (55), 1–489. https://doi.org/10.1080/15391523.2021.1974988
     [Google Scholar]
  188. De León L., Corbeil R., & Corbeil M. E. (2023) The development and validation of a teacher education digital literacy and digital pedagogy evaluation. Journal of Research on Technology in Education, 55 (55), 1–489. https://doi.org/10.1080/15391523.2021.1974988
     [Google Scholar]
  189. Harvey-Torres R., Palmer D., Degollado E. D., & Estrada K. (2022) Three worlds pitfall? A transfronteriza Latina bilingual teacher leveraging literacy to navigate, home, school, and university divides. Teaching and Teacher Education, 116, Article 103767. https://doi.org/10.1016/j.tate.2022.103767
     [Google Scholar]
  190. Harvey-Torres R., Palmer D., Degollado E. D., & Estrada K. (2022) Three worlds pitfall? A transfronteriza Latina bilingual teacher leveraging literacy to navigate, home, school, and university divides. Teaching and Teacher Education, 116, Article 103767. https://doi.org/10.1016/j.tate.2022.103767
     [Google Scholar]
  191. Janfada M., Gannaway J., & Davies L. M. (2022) Dialogic theories, literacy practices and initial teacher education. The Australian Journal of Language and Literacy, 45 (45), 1–388. https://doi.org/10.1007/s44020-022-00025-z
     [Google Scholar]
  192. Janfada M., Gannaway J., & Davies L. M. (2022) Dialogic theories, literacy practices and initial teacher education. The Australian Journal of Language and Literacy, 45 (45), 1–388. https://doi.org/10.1007/s44020-022-00025-z
     [Google Scholar]
  193. Kucan L., & Palincsar A. S. (2023) A descriptive case study of a literacy methods course with a focus on practices related to text-based discussions about informational text. Reading Psychology, 44 (44), 1–224. https://doi.org/10.1080/02702711.2022.2141400
     [Google Scholar]
  194. Kucan L., & Palincsar A. S. (2023) A descriptive case study of a literacy methods course with a focus on practices related to text-based discussions about informational text. Reading Psychology, 44 (44), 1–224. https://doi.org/10.1080/02702711.2022.2141400
     [Google Scholar]
  195. Lammert C., & Tily S. E. (2022) Using peer coaching to promote adaptive literacy teaching in preservice teacher education. The New Educator, 18 (18), 1–224. https://doi.org/10.1080/1 547688X.2022.2097753
     [Google Scholar]
  196. Lammert C., & Tily S. E. (2022) Using peer coaching to promote adaptive literacy teaching in preservice teacher education. The New Educator, 18 (18), 1–224. https://doi.org/10.1080/1 547688X.2022.2097753
     [Google Scholar]
  197. Lutovac S., & Flores M. A. (2022) Conceptions of assessment in pre-service teachers’ narratives of students’ failure. Cambridge Journal of Education, 52 (52), 1–71. https://doi.org/10.108 0/0305764X.2021.1935736
     [Google Scholar]
  198. Lutovac S., & Flores M. A. (2022) Conceptions of assessment in pre-service teachers’ narratives of students’ failure. Cambridge Journal of Education, 52 (52), 1–71. https://doi.org/10.108 0/0305764X.2021.1935736
     [Google Scholar]
  199. Muñoz C., Arriaza V., Luongo N. A., & Valenzuela J. (2022) Chilean preservice teachers and reading: A first look of a complex relationship. The Australian Journal of Language and Literacy, 45 (45), 1–280. https://doi.org/10.1007/s44020-022-00020-4
     [Google Scholar]
  200. Muñoz C., Arriaza V., Luongo N. A., & Valenzuela J. (2022) Chilean preservice teachers and reading: A first look of a complex relationship. The Australian Journal of Language and Literacy, 45 (45), 1–280. https://doi.org/10.1007/s44020-022-00020-4
     [Google Scholar]
  201. Rodgers E., D’Agostino J., Berenbon R., Mikita C., Winkler C., & Wright M. E. (2022) Teachers’ beliefs and their students’ progress in professional development. Journal of Teacher Education, 73 (73), 1–396. https://doi.org/10.1177/00224871221075275
     [Google Scholar]
  202. Rodgers E., D’Agostino J., Berenbon R., Mikita C., Winkler C., & Wright M. E. (2022) Teachers’ beliefs and their students’ progress in professional development. Journal of Teacher Education, 73 (73), 1–396. https://doi.org/10.1177/00224871221075275
     [Google Scholar]
  203. Sotirovska V., & Vaughn M. (2022) Developing preservice teachers’ critical literacy praxis in a rural teacher education program. Reading Horizons, 61 (61), 1–30. https://scholarworks.wmich.edu/reading_horizons/vol61/iss2/2
     [Google Scholar]
  204. Sotirovska V., & Vaughn M. (2022) Developing preservice teachers’ critical literacy praxis in a rural teacher education program. Reading Horizons, 61 (61), 1–30. https://scholarworks.wmich.edu/reading_horizons/vol61/iss2/2
     [Google Scholar]
  205. Stevens E. A., Murray C. S., Scammacca N., Haager D., & Vaughn S. (2022) Middle school matters: Examining the effects of a schoolwide professional development model to improve reading comprehension. Reading and Writing, 35 (35), 1–1864. https://doi.org/10.1007/s11145-022-10271-9
     [Google Scholar]
  206. Stevens E. A., Murray C. S., Scammacca N., Haager D., & Vaughn S. (2022) Middle school matters: Examining the effects of a schoolwide professional development model to improve reading comprehension. Reading and Writing, 35 (35), 1–1864. https://doi.org/10.1007/s11145-022-10271-9
     [Google Scholar]
  207. Trust T., Maloy R., Butler A., & Goodman L. (2022) Critical media literacy in teacher education: Discerning truth amidst a crisis of misinformation and disinformation. Journal of Technology and Teacher Education, 30 (30), 1–176. https://www.learntechlib.org/primary/p/221058/
     [Google Scholar]
  208. Trust T., Maloy R., Butler A., & Goodman L. (2022) Critical media literacy in teacher education: Discerning truth amidst a crisis of misinformation and disinformation. Journal of Technology and Teacher Education, 30 (30), 1–176. https://www.learntechlib.org/primary/p/221058/
     [Google Scholar]
  209. Vaughn S., Swanson E., Fall A.-M., Roberts G., Capin P., Stevens E. A., & Stewart A. A. (2022) The efficacy of comprehension and vocabulary focused professional development on English learners’ literacy. Journal of Educational Psychology, 114 (114), 1–272. https://doi.org/10.1037/edu0000684
     [Google Scholar]
  210. Vaughn S., Swanson E., Fall A.-M., Roberts G., Capin P., Stevens E. A., & Stewart A. A. (2022) The efficacy of comprehension and vocabulary focused professional development on English learners’ literacy. Journal of Educational Psychology, 114 (114), 1–272. https://doi.org/10.1037/edu0000684
     [Google Scholar]
  211. Washburn E. K., Bailey K., Pierce A., Stewart C., Hawley J., Blackman J., & Fenty N. (2022) Collaborative professional development on data-based decision making for primary teachers of struggling readers: Responding and refining. Journal of Research in Reading, 45 (45), 1–446. https://doi.org/10.1111/1467-9817.12396
     [Google Scholar]
  212. Washburn E. K., Bailey K., Pierce A., Stewart C., Hawley J., Blackman J., & Fenty N. (2022) Collaborative professional development on data-based decision making for primary teachers of struggling readers: Responding and refining. Journal of Research in Reading, 45 (45), 1–446. https://doi.org/10.1111/1467-9817.12396
     [Google Scholar]
  213. Ansyari M. F., Groot W., & De Witte K. (2022) Teachers’ preferences for online professional development: Evidence from a discrete choice experiment. Teaching and Teacher Education, 119, Article 103870. https://doi.org/10.1016/j.tate.2022.103870
     [Google Scholar]
  214. Castro Schepers O., & Young K. S. (2022) Mitigating secondary traumatic stress in preservice educators: A pilot study on the role of trauma-informed practice seminars. Psychology in the Schools, 59 (59), 1–333. https://doi.org/10.1002/pits.22610
     [Google Scholar]
  215. Coler C., Goree K., Stoicovy D., Polly D., Badiali B., Burns R. W., Cosenza M., & Zenkov K. (2022) The value of school-university partnerships and professional development schools. The Delta Kappa Gamma Bulletin, 88 (88), 1–13. https://www.dkg.org/DKGMember/Publications/Bulletin/Journal/Past_Issues/Bulletin-Journal-88-3.aspx
     [Google Scholar]
  216. Creely E., Bao D., & Waterhouse P. (2022) Enhancing initial teacher education through poetry: Explorations of the pedagogical practices of three poet-educators. Teaching and Teacher Education, 119, Article 103847. https://doi.org/10.1016/j.tate.2022.103847
     [Google Scholar]
  217. Davis D. S., Samuelson C., Grifenhagen J., DeIaco R., & Relyea J. (2022) Getting KnERDI with language: Examining teachers’ knowledge for enhancing reading development in codebased and meaning-based domains. Reading Research Quarterly, 57 (57), 1–804. https://doi.org/10.1002/rrq.445
     [Google Scholar]
  218. Dunham H., & Alexander K. (2022) Applying an intersectional framework to the literacy worlds of preservice teachers. Journal of Language and Literacy Education, 18 (18). http://jolle.coe.uga.edu/wp-content/uploads/2022/12/Dunham_JoLLE2022_final-PROOF.pdf
     [Google Scholar]
  219. Fenwick L., & Herrington M. (2022) Teacher use of genre pedagogy: Engaging students in dialogue about content area language during text deconstruction. Language and Education, 36 (36), 1–58. https://doi.org/10.1080/09500782.2021.1912082
     [Google Scholar]
  220. Filderman M. J., Barnard-Brak L., & Benner G. J. (2022) Do teacher beliefs mediate the relationship between professional development and reading outcomes of students with emotional and behavioral disorders? An exploration of effects from a randomized controlled trial. Social Psychology of Education, 25 (25), 1–1458. https://doi.org/10.1007/s11218-022-09731-5
     [Google Scholar]
  221. Goldfeld S., Snow P., Eadie P., Munro J., Gold L., Le H. N. D., Orsini F., Shingles B., Connell J., Watts A., & Barnett T. (2022) Classroom promotion of oral language: Outcomes from a randomized controlled trial of a whole-of-classroom intervention to improve children’s reading achievement. AERA Open, 8. https://doi.org/10.1177/23328584221131530
     [Google Scholar]
  222. Rosheim K. M., & Tamte K. G. (2022) Impact of policy on literacy specialists’ work. Reading Psychology, 43 (43), 1–597. https://doi.org/10.1080/02702711.2022.2126046
     [Google Scholar]
  223. Braasch J. L. G., Haverkamp Y. E., Latini N., Shaw S., Arshad M. S., & Bråten I. (2022) Belief bias when adolescents read to comprehend multiple conflicting texts. Reading and Writing, 35(8), 1–1785. https://doi.org/10.1007/s11145-022-10262-w
     [Google Scholar]
  224. Braasch J. L. G., Haverkamp Y. E., Latini N., Shaw S., Arshad M. S., & Bråten I. (2022) Belief bias when adolescents read to comprehend multiple conflicting texts. Reading and Writing, 35(8), 1–1785. https://doi.org/10.1007/s11145-022-10262-w
     [Google Scholar]
  225. Diprossimo L., Ushakova A., Zoski J., Gamble H., Irey R., & Cain K. (2023) The associations between child and item characteristics, use of vocabulary scaffolds, and reading comprehension in a digital environment: Insights from a big data approach. Contemporary Educational Psychology, 73(4), Article 102165. https://doi.org/10.1016/j.cedpsych.2023.102165
     [Google Scholar]
  226. Diprossimo L., Ushakova A., Zoski J., Gamble H., Irey R., & Cain K. (2023) The associations between child and item characteristics, use of vocabulary scaffolds, and reading comprehension in a digital environment: Insights from a big data approach. Contemporary Educational Psychology, 73(4), Article 102165. https://doi.org/10.1016/j.cedpsych.2023.102165
     [Google Scholar]
  227. Hall C., Dahl-Leonard K., Cho E., Solari E. J., Capin P., Conner C. L., Henry A. R., Cook L., Hayes L., Vargas I., Richmond C. L., & Kehoe K. F. (2023) Forty years of reading intervention research for elementary students with or at risk for dyslexia: A systematic review and meta-analysis. Reading Research Quarterly, 58(2), 1–312. https://doi.org/10.1002/rrq.477
     [Google Scholar]
  228. Hall C., Dahl-Leonard K., Cho E., Solari E. J., Capin P., Conner C. L., Henry A. R., Cook L., Hayes L., Vargas I., Richmond C. L., & Kehoe K. F. (2023) Forty years of reading intervention research for elementary students with or at risk for dyslexia: A systematic review and meta-analysis. Reading Research Quarterly, 58(2), 1–312. https://doi.org/10.1002/rrq.477
     [Google Scholar]
  229. Hwang H., McMaster K. L., & Kendeou P. (2023) A longitudinal investigation of directional relations between domain knowledge and reading in the elementary years. Reading Research Quarterly, 58(1), 1–77. https://doi.org/10.1002/rrq.481
     [Google Scholar]
  230. Hwang H., McMaster K. L., & Kendeou P. (2023) A longitudinal investigation of directional relations between domain knowledge and reading in the elementary years. Reading Research Quarterly, 58(1), 1–77. https://doi.org/10.1002/rrq.481
     [Google Scholar]
  231. Kanniainen L., Kiili C., Tolvanen A., Utriainen J., Aro M., Leu D. J., & Leppänen P. H. T. (2022) Online research and comprehension performance profiles among sixth-grade students, including those with reading difficulties and/or attention and executive function difficulties. Reading Research Quarterly, 57 (57), 1–1235. http://dx.doi.org/10.1002/rrq.463
     [Google Scholar]
  232. Kanniainen L., Kiili C., Tolvanen A., Utriainen J., Aro M., Leu D. J., & Leppänen P. H. T. (2022) Online research and comprehension performance profiles among sixth-grade students, including those with reading difficulties and/or attention and executive function difficulties. Reading Research Quarterly, 57 (57), 1–1235. http://dx.doi.org/10.1002/rrq.463
     [Google Scholar]
  233. Khanolainen D., Salminen J., Eklund K., Lerkkanen M.-K., & Torppa M. (2022) Intergenerational transmission of dyslexia: How do different identification methods of parental difficulties influence the conclusions regarding children’s risk for dyslexia? Reading Research Quarterly, 58(2), 1–239. https://doi.org/10.1002/rrq.482
     [Google Scholar]
  234. Khanolainen D., Salminen J., Eklund K., Lerkkanen M.-K., & Torppa M. (2022) Intergenerational transmission of dyslexia: How do different identification methods of parental difficulties influence the conclusions regarding children’s risk for dyslexia? Reading Research Quarterly, 58(2), 1–239. https://doi.org/10.1002/rrq.482
     [Google Scholar]
  235. Kim J., Burey J., Hwang H., McMaster K., & Kendeou P. (2023) Supporting inference-making during COVID-19 through individualized scaffolding and feedback: A natural experiment. Reading and Writing, 36(2), 1–490. https://doi.org/10.1007/s11145-022-10391-2
     [Google Scholar]
  236. Kim J., Burey J., Hwang H., McMaster K., & Kendeou P. (2023) Supporting inference-making during COVID-19 through individualized scaffolding and feedback: A natural experiment. Reading and Writing, 36(2), 1–490. https://doi.org/10.1007/s11145-022-10391-2
     [Google Scholar]
  237. Kim Y.-S. G., & Petscher Y. (2023) Do spelling and vocabulary improve classification accuracy of children’s reading difficulties over and above word reading? Reading Research Quarterly, 58(2), 1–253. https://doi.org/10.1002/rrq.496
     [Google Scholar]
  238. Kim Y.-S. G., & Petscher Y. (2023) Do spelling and vocabulary improve classification accuracy of children’s reading difficulties over and above word reading? Reading Research Quarterly, 58(2), 1–253. https://doi.org/10.1002/rrq.496
     [Google Scholar]
  239. Klingbeil D. A., Osman D. J., Van Norman E. R., Berry-Corie K., Kim J. S., Schmitt M. C., & Latham A. D. (2022) Universal screening with aimswebPlus reading in middle school. Reading & Writing Quarterly, 39 (39), 1–211. https://doi.org/10.1080/10573569.2022.2084657
     [Google Scholar]
  240. Klingbeil D. A., Osman D. J., Van Norman E. R., Berry-Corie K., Kim J. S., Schmitt M. C., & Latham A. D. (2022) Universal screening with aimswebPlus reading in middle school. Reading & Writing Quarterly, 39 (39), 1–211. https://doi.org/10.1080/10573569.2022.2084657
     [Google Scholar]
  241. Kuhfeld M., Lewis K., & Peltier T. (2023) Reading achievement declines during the COVID-19 pandemic: Evidence from 5 million US students in grades 1–8. Reading and Writing, 36 (36), 1–261. https://doi.org/10.1007/s11145-022-10345-8
     [Google Scholar]
  242. Kuhfeld M., Lewis K., & Peltier T. (2023) Reading achievement declines during the COVID-19 pandemic: Evidence from 5 million US students in grades 1–8. Reading and Writing, 36 (36), 1–261. https://doi.org/10.1007/s11145-022-10345-8
     [Google Scholar]
  243. Learned J. E., Frankel K. K., & Brooks M. D. (2022) Disrupting secondary reading intervention: A review of qualitative research and a call to action. Journal of Adolescent & Adult Literacy, 65(6), 1–517. https://doi.org/10.1002/jaal.1234
     [Google Scholar]
  244. Learned J. E., Frankel K. K., & Brooks M. D. (2022) Disrupting secondary reading intervention: A review of qualitative research and a call to action. Journal of Adolescent & Adult Literacy, 65(6), 1–517. https://doi.org/10.1002/jaal.1234
     [Google Scholar]
  245. Masterson J. E. (2022) Literacy as a race, students as machines: Conflicting metaphors in a remedial reading class. Research in the Teaching of English, 57(2), 1–199. https://doi.org/10.58680/rte202232154
     [Google Scholar]
  246. Masterson J. E. (2022) Literacy as a race, students as machines: Conflicting metaphors in a remedial reading class. Research in the Teaching of English, 57(2), 1–199. https://doi.org/10.58680/rte202232154
     [Google Scholar]
  247. Murphy P. K., Greene J. A., Firetto C. M., Croninger R. M. V., Duke R. F., Li M., & Lobczowski N. G. (2022) Examining the effects of Quality Talk discussions on 4th-and 5th-grade students’ high-level comprehension of text. Contemporary Educational Psychology, 71, Article 102099. https://doi.org/10.1016/j.cedpsych.2022.102099
     [Google Scholar]
  248. Murphy P. K., Greene J. A., Firetto C. M., Croninger R. M. V., Duke R. F., Li M., & Lobczowski N. G. (2022) Examining the effects of Quality Talk discussions on 4th-and 5th-grade students’ high-level comprehension of text. Contemporary Educational Psychology, 71, Article 102099. https://doi.org/10.1016/j.cedpsych.2022.102099
     [Google Scholar]
  249. Rice M., Erbeli F., Thompson C. G., Sallese M. R., & Fogarty M. (2022) Phonemic awareness: A meta-analysis for planning effective instruction. Reading Research Quarterly, 57 (57), 1–1289. https://doi.org/10.1002/rrq.473
     [Google Scholar]
  250. Rice M., Erbeli F., Thompson C. G., Sallese M. R., & Fogarty M. (2022) Phonemic awareness: A meta-analysis for planning effective instruction. Reading Research Quarterly, 57 (57), 1–1289. https://doi.org/10.1002/rrq.473
     [Google Scholar]
  251. Sutter C. C., & Campbell L. O. (2022) The role of academic self-determined reading motivation, reading self-concept, home reading environment, and student reading behavior in reading achievement among American Indian and Hispanic students. Contemporary Educational Psychology, 70, Article 102093. https://doi.org/10.1016/j.cedpsych.2022.102093
     [Google Scholar]
  252. Sutter C. C., & Campbell L. O. (2022) The role of academic self-determined reading motivation, reading self-concept, home reading environment, and student reading behavior in reading achievement among American Indian and Hispanic students. Contemporary Educational Psychology, 70, Article 102093. https://doi.org/10.1016/j.cedpsych.2022.102093
     [Google Scholar]
  253. Angleton C., & Zhao X. (2022) Storying identity through arts-based readerly responses: Fourthgrade girls represent gender and race. Langc uage Arts, 100 (100), 1–121.
     [Google Scholar]
  254. Avramovich A., & Yeari M. (2023) The role of executive functions in reading comprehension by adolescents with ADHD. Reading & Writing Quarterly, 39(4), 1–299. https://doi.org/10.1 080/10573569.2022.2103054
     [Google Scholar]
  255. Baş O., Sirem Ö., Akyol H., & Gök B. (2023) Investigation of reading skill development of primary school students in the CO VID 19 process. Reading & Writing Quarterly, 39 (39), 1–317. https://doi.org/10.1080/10573569.2022.2103055
     [Google Scholar]
  256. Cervetti G., & Pearson P. D. (2023) Disciplinary reading, action, and social change. The Reading Teacher, 76 (76), 1–746.
     [Google Scholar]
  257. Collett J. (2023) Relationships between reading identities and dialogue: Perspectives from fifth-grade multilingual learners. Reading & Writing Quarterly, 39 (39), 1–276. https://doi.org /10.1080/10573569.2022.2103053
     [Google Scholar]
  258. De Rom M., Szmalec A., & Van Reybroeck M. (2023) The involvement of inhibition in word and sentence reading. Reading and Writing, 36(5), 1–1318. https://doi.org/10.1007/s11145-022-10337-8
     [Google Scholar]
  259. Glasswell K., Madda C., & Glasswell N. (2022) Redesigning reading in and for the disciplines. Journal of Adolescent & Adult Literacy, 66(2), 1–133.
     [Google Scholar]
  260. Kelly K., & Likens A. (2022) A pandemic partnership: Preservice teachers and fourth graders engage in virtual book clubs. The Reading Teacher, 76 (76), 1–694.
     [Google Scholar]
  261. Knecht R., Larson L., & Townsend D. (2023) Exploring teacher and student knowledge of sentence-level language features. Journal of Adolescent & Adult Literacy, 66(6), 1–354.
     [Google Scholar]
  262. Liu D., Wang L., Xu Z., Li M., Joshi R. M., Li N., & Zhang X. (2023) Understanding Chinese children’s word reading by considering the factors from cognitive, psychological and ecological factors. Contemporary Educational Psychology, 73, Article 102163. https://doi.org/10.1016/j.cedpsych.2023.102163
     [Google Scholar]
  263. Olsen A. A., & Huang F. L. (2022) Interaction of socioeconomic status and class relations on reading. Journal of Literacy Research, 54 (54), 1–369. https://doi.org/10.1177/1086296X221116866
     [Google Scholar]
  264. Ricks P. H., & Young T. A. (2023) The negotiations of teaching and learning that occur during a picturebook read-aloud with teacher candidates. Teaching and Teacher Education, 124, Article 104013. https://doi.org/10.1016/j.tate.2023.104013
     [Google Scholar]
  265. Schachter R. E. (2022) What knowledge do early childhood teachers use during literacy instruction? Using stimulated recall to investigate an unexplored phenomenon. Reading and Writing, 35(9), 1–2200. https://doi.org/10.1007/s11145-022-10254-w
     [Google Scholar]
  266. Schoor C., Rouet J.-F., & Britt M. A. (2023) Effects of context and discrepancy when reading multiple documents. Reading and Writing, 36(5), 1–1143. https://doi.org/10.1007/s11145-022-10321-2
     [Google Scholar]
  267. Smith J. A., Bell S. M., Philippakos Z. A., & Park Y. (2023) Investigating the relationship between perceptions of a “good reader” and reading performance among elementary and middle school students: An exploratory study. Reading & Writing Quarterly, 39(3), 1–227. https://doi.org/10.1080/10573569.2022.2092802
     [Google Scholar]
  268. Theriault J. C. (2022) College students’ conceptualizations of academic reading: What metaphors suggest about the important role of purpose in college reading and learning. Journal of Adolescent & Adult Literacy, 66(1), 1–22. https://doi.org/10.1002/jaal.1238
     [Google Scholar]
  269. Völlinger V. A., Lubbe D., & Stein L.-K. (2023) A quasi-experimental study of a peer-assisted strategy-based reading intervention in elementary school. Contemporary Educational Psychology, 73, Article 102180. https://doi.org/10.1016/j.cedpsych.2023.102180
     [Google Scholar]
  270. Wang Z., Xie R., Xia Y., Nguyen T. P., & Wu X. (2022) A golden triangle? Reciprocal effects among morphological awareness, vocabulary knowledge, and reading comprehension in Chinese children. Contemporary Educational Psychology, 70, Article 102089. https://doi.org/10.1016/j.cedpsych.2022.102089
     [Google Scholar]
  271. Wawire B. A., Liang X., & Piper B. (2023) The mediating role of text reading fluency in reading comprehension in English and Kiswahili: Evidence from multilingual contexts in Kenya. Reading & Writing Quarterly, 39(3), 1–191. https://doi.org/10.1080/10573569.2022.2078754
     [Google Scholar]
  272. Bengochea A., & Sembiante S. F. (2023) A review of the methodological characteristics of vocabulary interventions for emergent bilinguals in preschool to sixth grade. Review of Education, 11 (11), Article e3386. https://doi.org/10.1002/rev3.3386
     [Google Scholar]
  273. Bengochea A., & Sembiante S. F. (2023) A review of the methodological characteristics of vocabulary interventions for emergent bilinguals in preschool to sixth grade. Review of Education, 11 (11), Article e3386. https://doi.org/10.1002/rev3.3386
     [Google Scholar]
  274. de Jong E. J., Coulter Z., & Tsai M.-C. (2023) Two-way bilingual education programs and sense of belonging: Perspectives from middle school students. International Journal of Bilingual Education and Bilingualism, 26(1), 1–96. https://doi.org/10.1080/13670050.2020.1783635
     [Google Scholar]
  275. de Jong E. J., Coulter Z., & Tsai M.-C. (2023) Two-way bilingual education programs and sense of belonging: Perspectives from middle school students. International Journal of Bilingual Education and Bilingualism, 26(1), 1–96. https://doi.org/10.1080/13670050.2020.1783635
     [Google Scholar]
  276. Durán L., & Aguilera M. (2022) Walls, bridges, borders, papers: Civic literacy in the borderlands. Research in the Teaching of English, 57(2), 1–176. https://doi.org/10.58680/rte202232153
     [Google Scholar]
  277. Durán L., & Aguilera M. (2022) Walls, bridges, borders, papers: Civic literacy in the borderlands. Research in the Teaching of English, 57(2), 1–176. https://doi.org/10.58680/rte202232153
     [Google Scholar]
  278. Fox W., & Chang-Bacon C. (2023) Critical language awareness through advocacy: Disrupting deficit discourse through simulation in L2 writing teacher education. Journal of Second Language Writing, 60, Article 100992. https://doi.org/10.1016/j.jslw.2023.100992
     [Google Scholar]
  279. Fox W., & Chang-Bacon C. (2023) Critical language awareness through advocacy: Disrupting deficit discourse through simulation in L2 writing teacher education. Journal of Second Language Writing, 60, Article 100992. https://doi.org/10.1016/j.jslw.2023.100992
     [Google Scholar]
  280. Frieson B. L. (2022) Remixin’ and flowin’ in centros: Exploring the biliteracy practices of Black language speakers in an elementary two-way immersion bilingual program. Race Ethnicity and Education, 25 (25), 1–605. https://doi.org/10.1080/13613324.2021.1890568
     [Google Scholar]
  281. Frieson B. L. (2022) Remixin’ and flowin’ in centros: Exploring the biliteracy practices of Black language speakers in an elementary two-way immersion bilingual program. Race Ethnicity and Education, 25 (25), 1–605. https://doi.org/10.1080/13613324.2021.1890568
     [Google Scholar]
  282. Gallo S., & Adams Corral M. (2023) Transborder literacies of (in)visibility. Journal of Literacy Research, 55 (55), 1–123. https://doi.org/10.1177/1086296X231163127
     [Google Scholar]
  283. Gallo S., & Adams Corral M. (2023) Transborder literacies of (in)visibility. Journal of Literacy Research, 55 (55), 1–123. https://doi.org/10.1177/1086296X231163127
     [Google Scholar]
  284. Huenergarde M. C., Floyd R. G., & Harris B. (2023) Current nationwide practices in US test accommodations for active bilingual learners/users of English (ABLE) students. Bilingual Research Journal, 45(1–4), 1–400. https://doi.org/10.1080/15235882.2022.2155885
     [Google Scholar]
  285. Huenergarde M. C., Floyd R. G., & Harris B. (2023) Current nationwide practices in US test accommodations for active bilingual learners/users of English (ABLE) students. Bilingual Research Journal, 45(1–4), 1–400. https://doi.org/10.1080/15235882.2022.2155885
     [Google Scholar]
  286. Kendrick M., Early M., Michalovich A., & Mangat M. (2022) Digital storytelling with youth from refugee backgrounds: Possibilities for language and digital literacy learning. TESOL Quarterly, 56 (56), 1–984. https://doi.org/10.1002/tesq.3146
     [Google Scholar]
  287. Kendrick M., Early M., Michalovich A., & Mangat M. (2022) Digital storytelling with youth from refugee backgrounds: Possibilities for language and digital literacy learning. TESOL Quarterly, 56 (56), 1–984. https://doi.org/10.1002/tesq.3146
     [Google Scholar]
  288. Lee J. W., Wolters A., & Kim Y.-S. G. (2023) The relations of morphological awareness with language and literacy skills vary depending on orthographic depth and nature of morphological awareness. Review of Educational Research, 93(4), 1–558. https://doi.org/10.3102/00346543221123816
     [Google Scholar]
  289. Lee J. W., Wolters A., & Kim Y.-S. G. (2023) The relations of morphological awareness with language and literacy skills vary depending on orthographic depth and nature of morphological awareness. Review of Educational Research, 93(4), 1–558. https://doi.org/10.3102/00346543221123816
     [Google Scholar]
  290. Lee S., Kuo L.-J., Xu Z., & Hu X. (2022) The effects of technology-integrated classroom instruction on K–12 English language learners’ literacy development: A meta-analysis. Computer Assisted Language Learning, 35(1–6), 1–1137. https://doi.org/10.1080/09588221.2020.1774612
     [Google Scholar]
  291. Lee S., Kuo L.-J., Xu Z., & Hu X. (2022) The effects of technology-integrated classroom instruction on K–12 English language learners’ literacy development: A meta-analysis. Computer Assisted Language Learning, 35(1–6), 1–1137. https://doi.org/10.1080/09588221.2020.1774612
     [Google Scholar]
  292. Macdonald K. T., Francis D. J., Hernandez A. E., Castilla-Earls A. P., & Cirino P. T. (2022) Characterization of English and Spanish language proficiency among middle school English learners with reading difficulties. Bilingualism: Language and Cognition, 25(5), 1–912. https://doi.org/10.1017/s1366728922000104
     [Google Scholar]
  293. Macdonald K. T., Francis D. J., Hernandez A. E., Castilla-Earls A. P., & Cirino P. T. (2022) Characterization of English and Spanish language proficiency among middle school English learners with reading difficulties. Bilingualism: Language and Cognition, 25(5), 1–912. https://doi.org/10.1017/s1366728922000104
     [Google Scholar]
  294. Roberts G. J., Hall C., Cho E., Coté B., Lee J., Qi B., & Van Ooyik J. (2022) The state of current reading intervention research for English learners in grades K–2: A best-evidence synthesis. Educational Psychology Review, 34(1), 1–361. https://doi.org/10.1007/s10648-021-09629-2
     [Google Scholar]
  295. Roberts G. J., Hall C., Cho E., Coté B., Lee J., Qi B., & Van Ooyik J. (2022) The state of current reading intervention research for English learners in grades K–2: A best-evidence synthesis. Educational Psychology Review, 34(1), 1–361. https://doi.org/10.1007/s10648-021-09629-2
     [Google Scholar]
  296. Rowe L. W. (2022) Disrupting monolingual ideologies: Constructing biliterate composing practices in a second-grade classroom. Reading Research Quarterly, 57(4), 1–1166. https://doi.org/10.1002/rrq.465
     [Google Scholar]
  297. Rowe L. W. (2022) Disrupting monolingual ideologies: Constructing biliterate composing practices in a second-grade classroom. Reading Research Quarterly, 57(4), 1–1166. https://doi.org/10.1002/rrq.465
     [Google Scholar]
  298. Sembiante S. F., Restrepo-Widney C., Bengochea A., & Gort M. (2023) Sustainable translanguaging pedagogy in support of the vulnerable language: Honoring children’s ways of “showing” and “telling” in an early childhood dual language bilingual education program. International Journal of Bilingual Education and Bilingualism, 26 (26), 1–942. https://doi.org/10.1080/13670050.2022.2161814
     [Google Scholar]
  299. Sembiante S. F., Restrepo-Widney C., Bengochea A., & Gort M. (2023) Sustainable translanguaging pedagogy in support of the vulnerable language: Honoring children’s ways of “showing” and “telling” in an early childhood dual language bilingual education program. International Journal of Bilingual Education and Bilingualism, 26 (26), 1–942. https://doi.org/10.1080/13670050.2022.2161814
     [Google Scholar]
  300. Zoeller E., & Garcia-Torres Y. V. (2023) “It makes me more aware of what I should be looking for”: Using holistic assessment to foster strength-based understanding of students’ biliteracy development. Literacy Research: Theory, Method, and Practice, 72 (72), 1–199. https://doi.org/10.1177/23813377231185123
     [Google Scholar]
  301. Zoeller E., & Garcia-Torres Y. V. (2023) “It makes me more aware of what I should be looking for”: Using holistic assessment to foster strength-based understanding of students’ biliteracy development. Literacy Research: Theory, Method, and Practice, 72 (72), 1–199. https://doi.org/10.1177/23813377231185123
     [Google Scholar]
  302. Bland J. (2022) Compelling stories for English language learners: Creativity, interculturality and critical literacy. Bloomsbury Publishing.
     [Google Scholar]
  303. Brochin C., Filipiak D., Hsieh B., Kirkland D. E., & Nyachae T. M. (2023) The future of critical studies in literacy research. Research in the Teaching of English, 57(4), 1–411.
     [Google Scholar]
  304. Chávez-Moreno L. C. (2022) The continuum of racial literacies: Teacher practices countering whitestream bilingual education. Research in the Teaching of English, 57(2), 1–132.
     [Google Scholar]
  305. Crosson A. C., & Silverman R. D. (2022) Impact of COVID-19 on early literacy instruction for emergent bilinguals. Reading Research Quarterly, 57(1), 1–14.
     [Google Scholar]
  306. Goldenberg C., & Cardenas-Hagan E. (2023) Literacy research on English learners: Past, present, and future. The Reading League, 4(1), 1–20.
     [Google Scholar]
  307. Hornberger N. H. (2022) Imagining multilingualism with Ofelia: Translanguaging and the continua of biliteracy. In Otçu-Grillman B. & Gorjian M. (Eds.), Re-making multilingualism: A translanguaging approach (pp. 19–31). Multilingual Matters.
     [Google Scholar]
  308. Kubota R. (2022) Decolonizing second language writing: Possibilities and challenges. Journal of Second Language Writing, 58, Article 100946. https://doi.org/10.1016/j.jslw.2022.100946
     [Google Scholar]
  309. Lara G. P., Fránquiz M. E., & Ortiz A. A. (2022) Learning from Uvalde: The safe and brave schools all children deserve. Bilingual Research Journal, 45(2), 1–139
     [Google Scholar]
  310. Ryu J., Kim Y. A., Eum S., Park S., Chun S., & Yang S. (2022) The assessment of memes as digital multimodal composition in L2 classrooms. Journal of Second Language Writing, 57, Article 100914. https://doi.org/10.1016/j.jslw.2022.100914
     [Google Scholar]
  311. Yaghi E., & Ryan J. (2022) “Because you’re all covered up”: Islamophobia in the ELT classroom. TESOL Quarterly, 56(4), 1–1368.
     [Google Scholar]
  312. Adams B., & Bazzo Kaczmarczyk A. (2023) Supporting preservice teacher development of culturally responsive reading instruction through a cross-course assignment. Reading Horizons, 62(1), 1–51. https://scholarworks.wmich.edu/reading_horizons/vol62/iss1/3/
     [Google Scholar]
  313. Adams B., & Bazzo Kaczmarczyk A. (2023) Supporting preservice teacher development of culturally responsive reading instruction through a cross-course assignment. Reading Horizons, 62(1), 1–51. https://scholarworks.wmich.edu/reading_horizons/vol62/iss1/3/
     [Google Scholar]
  314. Baldwin E., Heilmann J., Finneran D., Cho C. C., & Moyle M. (2022) Dialect density, language abilities and emergent literacy skills of prekindergarten children who speak African American English. Journal of Research in Reading, 45 (45), 1–586. https://doi.org/10.1111/1467-9817.12410
     [Google Scholar]
  315. Baldwin E., Heilmann J., Finneran D., Cho C. C., & Moyle M. (2022) Dialect density, language abilities and emergent literacy skills of prekindergarten children who speak African American English. Journal of Research in Reading, 45 (45), 1–586. https://doi.org/10.1111/1467-9817.12410
     [Google Scholar]
  316. Barnes Z. T., Boedeker P., Cartwright K. B., & Zhang B. (2022) Socioeconomic status and early reading achievement: How working memory and cognitive flexibility mediate the relation in low-achieving and typically developing K to first grade students. Journal of Research in Reading, 45(2), 1–222. https://doi.org/10.1111/1467-9817.12398
     [Google Scholar]
  317. Barnes Z. T., Boedeker P., Cartwright K. B., & Zhang B. (2022) Socioeconomic status and early reading achievement: How working memory and cognitive flexibility mediate the relation in low-achieving and typically developing K to first grade students. Journal of Research in Reading, 45(2), 1–222. https://doi.org/10.1111/1467-9817.12398
     [Google Scholar]
  318. Daly A. (2022) Race talk moves for racial literacy in the elementary classroom. Journal of Literacy Research, 54(4), 1–508. https://doi.org/10.1177/1086296X221141391
     [Google Scholar]
  319. Daly A. (2022) Race talk moves for racial literacy in the elementary classroom. Journal of Literacy Research, 54(4), 1–508. https://doi.org/10.1177/1086296X221141391
     [Google Scholar]
  320. Delgado P., & Larrotta C. (2022) Madres Latinas en convivencia: A family reading project. Journal of Adolescent & Adult Literacy, 66(2), 1–69. https://doi.org/10.1002/jaal.1249
     [Google Scholar]
  321. Delgado P., & Larrotta C. (2022) Madres Latinas en convivencia: A family reading project. Journal of Adolescent & Adult Literacy, 66(2), 1–69. https://doi.org/10.1002/jaal.1249
     [Google Scholar]
  322. Fletcher L., & Holyoke E. (2023) Reading the word and world: Portrayals of activism in children’s literature. The Reading Teacher, 76 (76), 1–723. https://doi.org/10.1002/trtr.2191
     [Google Scholar]
  323. Fletcher L., & Holyoke E. (2023) Reading the word and world: Portrayals of activism in children’s literature. The Reading Teacher, 76 (76), 1–723. https://doi.org/10.1002/trtr.2191
     [Google Scholar]
  324. Flores T. T. (2023) “We are more than that!”: Latina girls writing themselves from margins to center. Research in the Teaching of English, 57 (57), 1–354. https://doi.org/10.58680/rte202332471
     [Google Scholar]
  325. Flores T. T. (2023) “We are more than that!”: Latina girls writing themselves from margins to center. Research in the Teaching of English, 57 (57), 1–354. https://doi.org/10.58680/rte202332471
     [Google Scholar]
  326. Griffith J. J., & Sweet J. D. (2023) What does “going on the record” mean for critical media literacy? Examining informed consent in Serial to trouble podcasts as pedagogy. Teachers College Record, 124 (124), 1–61. https://doi.org/10.1177/01614681221150545
     [Google Scholar]
  327. Griffith J. J., & Sweet J. D. (2023) What does “going on the record” mean for critical media literacy? Examining informed consent in Serial to trouble podcasts as pedagogy. Teachers College Record, 124 (124), 1–61. https://doi.org/10.1177/01614681221150545
     [Google Scholar]
  328. Jackson D. (2022) Making sense of Black students’ figured worlds of race, racism, anti-Blackness, and Blackness. Research in the Teaching of English, 57 (57), 1–66. https://doi.org/10.58680/rte202232001
     [Google Scholar]
  329. Jackson D. (2022) Making sense of Black students’ figured worlds of race, racism, anti-Blackness, and Blackness. Research in the Teaching of English, 57 (57), 1–66. https://doi.org/10.58680/rte202232001
     [Google Scholar]
  330. Lammers J. C., Magnifico A. M., & Wang A. (2022) Playful multiliteracies: Fan-based literacies’ role in English language arts pedagogy. Journal of Adolescent & Adult Literacy, 66(2), 1–90. https://doi.org/10.1002/jaal.1253
     [Google Scholar]
  331. Lammers J. C., Magnifico A. M., & Wang A. (2022) Playful multiliteracies: Fan-based literacies’ role in English language arts pedagogy. Journal of Adolescent & Adult Literacy, 66(2), 1–90. https://doi.org/10.1002/jaal.1253
     [Google Scholar]
  332. Lee A. Y. (2022) “Free license to communicate”: Licensing Black Language against White supremacist language assessments in a preK classroom. Research in the Teaching of English, 57(2), 1–155. https://doi.org/10.58680/rte202232152
     [Google Scholar]
  333. Lee A. Y. (2022) “Free license to communicate”: Licensing Black Language against White supremacist language assessments in a preK classroom. Research in the Teaching of English, 57(2), 1–155. https://doi.org/10.58680/rte202232152
     [Google Scholar]
  334. Ortlieb E., Grote-Garcia S., Pletcher B., Hudson A., Perfetto A., Durham P., Anderson K., Schatz S., & Kerbs M. (2023) How teachers do and don’t address issues of diversity in literacy instruction. Reading Psychology, 44(5), 1–587. https://doi.org/10.1080/02702711.2023.2179141
     [Google Scholar]
  335. Ortlieb E., Grote-Garcia S., Pletcher B., Hudson A., Perfetto A., Durham P., Anderson K., Schatz S., & Kerbs M. (2023) How teachers do and don’t address issues of diversity in literacy instruction. Reading Psychology, 44(5), 1–587. https://doi.org/10.1080/02702711.2023.2179141
     [Google Scholar]
  336. Rigell A., Banack A., Maples A., Laughter J., Broemmel A., Vines N., & Jordan J. (2022) Overwhelming Whiteness: A critical analysis of race in a scripted reading curriculum. Journal of Curriculum Studies, 54(6), 1–870. https://doi.org/10.1080/00220272.2022.2030803
     [Google Scholar]
  337. Rigell A., Banack A., Maples A., Laughter J., Broemmel A., Vines N., & Jordan J. (2022) Overwhelming Whiteness: A critical analysis of race in a scripted reading curriculum. Journal of Curriculum Studies, 54(6), 1–870. https://doi.org/10.1080/00220272.2022.2030803
     [Google Scholar]
  338. Sciurba K. (2022) Textual relevance, ten years later: Young Black men reflect on a decade of reading experiences. Research in the Teaching of English, 57 (57), 1–42. https://doi.org/10.58680/rte202232000
     [Google Scholar]
  339. Sciurba K. (2022) Textual relevance, ten years later: Young Black men reflect on a decade of reading experiences. Research in the Teaching of English, 57 (57), 1–42. https://doi.org/10.58680/rte202232000
     [Google Scholar]
  340. Young T. T. (2023) Redesigning for equity and achievement: Non-leveled guided reading instruction. Reading & Writing Quarterly, 39(1), 1–71. https://doi.org/10.1080/10573569.2022.2039887
     [Google Scholar]
  341. Young T. T. (2023) Redesigning for equity and achievement: Non-leveled guided reading instruction. Reading & Writing Quarterly, 39(1), 1–71. https://doi.org/10.1080/10573569.2022.2039887
     [Google Scholar]
  342. Aasebø T. S., & Willbergh I. (2022) Empowering minority students: A study of cultural references in the teaching content. Journal of Curriculum Studies, 54(5), 1–631. https://doi.org/10.1080/00220272.2022.2095877
     [Google Scholar]
  343. Brownell C. J. (2023) Constructing (ad)ventures in collaborative composing: Examining a case of (un)sanctioned play in the elementary literacies classroom. The Reading Teacher, 76(5), 1–639. https://doi.org/10.1002/trtr.2163
     [Google Scholar]
  344. Dwyer M., & Martin-Chang S. (2023) Fact from fiction: The learning benefits of listening to historical fiction. The Reading Teacher, 76(6), 1–703. https://doi.org/10.1002/trtr.2177
     [Google Scholar]
  345. Grote-Garcia S., & Ortlieb E. (2023) What’s hot in literacy: The duality of explicit instruction and cultural and linguistic considerations. Literacy Research and Instruction, 62(1), 1–15. https://doi.org/10.1080/19388071.2023.2162207
     [Google Scholar]
  346. Johnson E., & Keane K. (2023) Challenges and successes of learning to teach critical literacy in elementary classes: The experiences of pre-service teachers. Teaching and Teacher Education, 125, Article 104037. https://doi.org/10.1016/j.tate.2023.104037
     [Google Scholar]
  347. Kerbs M., & Pule H. (2022) Transformation of preservice teacher identities: The effects of authentic reading experiences. Reading Horizons, 62(1), 1–23.
     [Google Scholar]
  348. Lewis B. P. (2023) Diverse experiences in children’s literature: Langston Hughes. The Reading Teacher, 77(1), 1–23. https://doi.org/10.1002/trtr.2194
     [Google Scholar]
  349. Loh C. E., Sun B.-H., & Leong C. (2022) Reading identities, mobilities, and reading futures: Critical spatial perspectives on adolescent access to literacy resources. Harvard Educational Review, 92 (92), 1–85. https://doi.org/10.17763/1943-5045-92.1.55
     [Google Scholar]
  350. Marciano J. E., Reine Johnson L. E., & Beymer A. (2023) “Our voice and dreams matter”: Supporting youths’ racial literacy. Journal of Literacy Research, 55(2), 1–169. https://doi.org/10.1177/1086296x231178511
     [Google Scholar]
  351. Misco T., McIntyre G., Molina E., Bennett-Kinne A., & Hughes M. (2023) An analysis of teacher education mission statements in the United States. The Teacher Educator, 58(2), 1–216. https://doi.org/10.1080/08878730.2022.2122096
     [Google Scholar]
  352. Park J. Y. (2023) Agency, identity, and writing: Perspectives from first-generation students of color in their first year of college. Research in the Teaching of English, 57(3), 1–247. https://doi.org/10.58680/rte202332353
     [Google Scholar]
  353. Reinking D., Hruby G. G., & Risko V. J. (2023) Legislating phonics: Settled science or political polemics? Teachers College Record, 125 (125), 1–131. https://doi.org/10.1177/01614681231155688
     [Google Scholar]
  354. Skerrett A., & Vlach S. (2022) Advancing a sociocultural approach to decolonizing literacy education: Lessons from a youth in a “postcolonial” Caribbean geography. Research in the Teaching of English, 57 (57), 1–88. https://doi.org/10.58680/rte202232002
     [Google Scholar]
  355. Souto-Manning M., Martinez D. C., & Musser A. D. (2022) ELA as English language abolition: Toward a pedagogy of communicative belonging. Reading Research Quarterly, 57 (57), 1–1106. https://doi.org/10.1002/rrq.464
     [Google Scholar]
  356. Tondreau A., & Johnston K. (2023) Inquiry-based teacher writing groups as sites for professional learning and restorying identities. The Teacher Educator, 58(1), 1–90. https://doi.org/10.1080/08878730.2022.2107130
     [Google Scholar]
  357. Zapata A., & Laman T. T. (2023) Reconditioning a new linguistic normal for children’s classrooms through critical translingual literacies. Language Arts, 100 (100), 1–253. https://doi.org/10.58680/la202332269
     [Google Scholar]
  358. Anderson R. C., Chaparro E. A., Smolkowski K., & Cameron R. (2023) Visual thinking and argumentative writing: A social-cognitive pairing for student writing development. Assessing Writing, 55, Article 100694. https://doi.org/10.1016/j.asw.2023.100694
     [Google Scholar]
  359. Anderson R. C., Chaparro E. A., Smolkowski K., & Cameron R. (2023) Visual thinking and argumentative writing: A social-cognitive pairing for student writing development. Assessing Writing, 55, Article 100694. https://doi.org/10.1016/j.asw.2023.100694
     [Google Scholar]
  360. Bingham G. E., Gerde H. K., Pikus A. E., Rohloff R., Quinn M. F., Bowles R. P., & Zhang X. Y. (2022) Examining teachers’ early writing knowledge and practices. Reading and Writing, 35(9), 1–2227. https://doi.org/10.1007/s11145-022-10299-x
     [Google Scholar]
  361. Bingham G. E., Gerde H. K., Pikus A. E., Rohloff R., Quinn M. F., Bowles R. P., & Zhang X. Y. (2022) Examining teachers’ early writing knowledge and practices. Reading and Writing, 35(9), 1–2227. https://doi.org/10.1007/s11145-022-10299-x
     [Google Scholar]
  362. Collet V. S. (2022) Re-mediating and transmediating middle-school students’ writing through teacher professional development. Contemporary Issues in Technology and Teacher Education, 22(2), 1–325. https://citejournal.org/volume-22/issue-2–22/english-language-arts/re-mediating-and-transmediating-middle-school-students-writing-through-teacher-professional-development/
     [Google Scholar]
  363. Collet V. S. (2022) Re-mediating and transmediating middle-school students’ writing through teacher professional development. Contemporary Issues in Technology and Teacher Education, 22(2), 1–325. https://citejournal.org/volume-22/issue-2–22/english-language-arts/re-mediating-and-transmediating-middle-school-students-writing-through-teacher-professional-development/
     [Google Scholar]
  364. Gonzales G. C., Machado E., & Plitkins L. (2023) “I bring them here to tell their stories”: Transnational Latina mothers’ critical literacy practices in an intergenerational storytelling workshop. Journal of Adolescent & Adult Literacy, 66 (66), 1–318. https://doi.org/10.1002/jaal.1280
     [Google Scholar]
  365. Gonzales G. C., Machado E., & Plitkins L. (2023) “I bring them here to tell their stories”: Transnational Latina mothers’ critical literacy practices in an intergenerational storytelling workshop. Journal of Adolescent & Adult Literacy, 66 (66), 1–318. https://doi.org/10.1002/jaal.1280
     [Google Scholar]
  366. Jones S. (2023) The value of knowing: Conscious and unconscious writing choices. Language and Education, 37(1), 1–87. https://doi.org/10.1080/09500782.2022.2109421
     [Google Scholar]
  367. Jones S. (2023) The value of knowing: Conscious and unconscious writing choices. Language and Education, 37(1), 1–87. https://doi.org/10.1080/09500782.2022.2109421
     [Google Scholar]
  368. Lee E. (2023) Writing toward a decolonial option: A bilingual student’s multimodal composing as a site of translingual activism and justice. Written Communication, 40(1), 1–89. https://doi.org/10.1177/07410883221134640
     [Google Scholar]
  369. Lee E. (2023) Writing toward a decolonial option: A bilingual student’s multimodal composing as a site of translingual activism and justice. Written Communication, 40(1), 1–89. https://doi.org/10.1177/07410883221134640
     [Google Scholar]
  370. Lindenman H. (2022) Theorizing writing differently: How community-engaged projects in first-year composition shape students’ writing theories and strategies. College Composition & Communication, 74 (74). https://library.ncte.org/journals/CCC/issues/v74-1/32121
     [Google Scholar]
  371. Lindenman H. (2022) Theorizing writing differently: How community-engaged projects in first-year composition shape students’ writing theories and strategies. College Composition & Communication, 74 (74). https://library.ncte.org/journals/CCC/issues/v74-1/32121
     [Google Scholar]
  372. Neville M., & Johnson S. I. (2022) “My literacies expand over two languages”: Language and literacy autobiographies as justice-oriented teacher education. Journal of Adolescent & Adult Literacy, 66 (66), 1–121. https://doi.org/10.1002/jaal.1258
     [Google Scholar]
  373. Neville M., & Johnson S. I. (2022) “My literacies expand over two languages”: Language and literacy autobiographies as justice-oriented teacher education. Journal of Adolescent & Adult Literacy, 66 (66), 1–121. https://doi.org/10.1002/jaal.1258
     [Google Scholar]
  374. Osorio S. L., Woodard R., & Lee A. Y. (2023) Hearing Black Language as linguistically legitimate in early childhood writing. Language Arts, 100(3), 1–191. https://doi.org/10.58680/la202332261
     [Google Scholar]
  375. Osorio S. L., Woodard R., & Lee A. Y. (2023) Hearing Black Language as linguistically legitimate in early childhood writing. Language Arts, 100(3), 1–191. https://doi.org/10.58680/la202332261
     [Google Scholar]
  376. Prinsloo-Marcus L., & Campbell B. (2022) Gaining insight into students’ language experiences through their linguistic autobiographies. English in Education, 56 (56), 1–339. https://doi.org/10.1080/04250494.2022.2064740
     [Google Scholar]
  377. Prinsloo-Marcus L., & Campbell B. (2022) Gaining insight into students’ language experiences through their linguistic autobiographies. English in Education, 56 (56), 1–339. https://doi.org/10.1080/04250494.2022.2064740
     [Google Scholar]
  378. Raskauskas J., Kline S. M., Wall A., Kang G. Y., Ikpeze C. H., Myers J., Scales R. Q., Smetana L. D., & Tracy K. (2022) “I think writing is…” A multi-state study of teacher candidates’ changing beliefs about writing. Teaching/Writing, 11(3), Article 3. https://scholarworks.wmich.edu/wte/vol11/iss3/3
     [Google Scholar]
  379. Raskauskas J., Kline S. M., Wall A., Kang G. Y., Ikpeze C. H., Myers J., Scales R. Q., Smetana L. D., & Tracy K. (2022) “I think writing is…” A multi-state study of teacher candidates’ changing beliefs about writing. Teaching/Writing, 11(3), Article 3. https://scholarworks.wmich.edu/wte/vol11/iss3/3
     [Google Scholar]
  380. Reid L. (2022) Re-assessing “readiness” in OWI: Toward a trauma-informed approach to supporting students in online writing courses. Computers and Composition, 66, Article 102738. https://doi.org/10.1016/j.compcom.2022.102738
     [Google Scholar]
  381. Reid L. (2022) Re-assessing “readiness” in OWI: Toward a trauma-informed approach to supporting students in online writing courses. Computers and Composition, 66, Article 102738. https://doi.org/10.1016/j.compcom.2022.102738
     [Google Scholar]
  382. Salo A.-E., Routarinne S., Juvonen R., & Kaasinen A. (2023) Participatory roles adopted by elementary students when writing collaboratively in environmental and social studies classrooms. Journal of Writing Research, 15 (15), 1–103. https://doi.org/10.17239/jowr-2023.15.01.04
     [Google Scholar]
  383. Salo A.-E., Routarinne S., Juvonen R., & Kaasinen A. (2023) Participatory roles adopted by elementary students when writing collaboratively in environmental and social studies classrooms. Journal of Writing Research, 15 (15), 1–103. https://doi.org/10.17239/jowr-2023.15.01.04
     [Google Scholar]
  384. Thiel J. J. (2023) (De/re) territorializing writing/composition: Becoming with playful objects through maker literacies. English Teaching: Practice & Critique, 22 (22), 1–162. https://doi.org/10.1108/ETPC-08-2022-0115
     [Google Scholar]
  385. Thiel J. J. (2023) (De/re) territorializing writing/composition: Becoming with playful objects through maker literacies. English Teaching: Practice & Critique, 22 (22), 1–162. https://doi.org/10.1108/ETPC-08-2022-0115
     [Google Scholar]
  386. VanDerHeide J., Newell G. E., & Olsen A. W. (2023) Conceptualizing dialogic literary argumentation: Inviting students to take a turn in important conversations. Written Communication, 40(2), 1–447. https://doi.org/10.1177/07410883221148680
     [Google Scholar]
  387. VanDerHeide J., Newell G. E., & Olsen A. W. (2023) Conceptualizing dialogic literary argumentation: Inviting students to take a turn in important conversations. Written Communication, 40(2), 1–447. https://doi.org/10.1177/07410883221148680
     [Google Scholar]
  388. Flores T. T. (2023) Composing college identities: Latina girls writing their way to the universidad. English Teaching: Practice & Critique, 22(3), 1–298. https://doi.org/10.1108/ETPC-02-2023-0013
     [Google Scholar]
  389. Fuglsby B. J., & Veeramoothoo S. (2023) Regulating emotions for social action: Emotional intelligence’s role in TPC. Technical Communication Quarterly, 32(1), 1–113. https://doi.org/10.1080/10572252.2022.2079725
     [Google Scholar]
  390. Harwood N. (2023) Lecturer, language tutor, and student perspectives on the ethics of the proofreading of student writing. Written Communication, 40(2), 1–719. https://doi.org/10.1177/07410883221146776
     [Google Scholar]
  391. Lim F. V., Chia A., & Nguyen T. T. H. (2022) “From the beginning, I think it was a stretch”— Teachers’ perceptions and practices in teaching multiliteracies. English Teaching: Practice & Critique, 21(4), 1–396. https://doi.org/10.1108/ETPC-04-2021-0025
     [Google Scholar]
  392. Mordecai C. (2023) #Anxiety: A multimodal discourse analysis of narrations of anxiety on TikTok. Computers and Composition, 67, Article 102763. https://doi.org/10.1016/j.compcom.2023.102763
     [Google Scholar]
  393. Neville M. L. (2023) “I want them to see writing as a joyful thing to do”: Noticing texts as equity-oriented English education. English Education, 55 (55), 1–115. https://doi.org/10.58680/ee202332215
     [Google Scholar]
  394. Perry T. B., & McMurtry T. C. L. (2023) “Writin’ain’t my thang”: Creating high school student writers with ongoing support through an urban school-teacher education partnership. English Teaching: Practice & Critique, 22 (22), 1–312. https://doi.org/10.1108/ETPC-05-2023-0044
     [Google Scholar]
  395. Rasteiro I., & Limpo T. (2023) Examining longitudinal and concurrent links between writing motivation and writing quality in middle school. Written Communication, 40(1), 1–58. https://doi.org/10.1177/07410883221127701
     [Google Scholar]
  396. Reid S. F., & Moses L. (2022) One fourth-grader’s orchestration of modes through comic composition. Written Communication, 39 (39), 1–756. https://doi.org/10.1177/07410883221107934
     [Google Scholar]
  397. Schrodt K., FitzPatrick E., Brown M., & Hover A. (2023) Examining the validity of the Writing Challenge Task: An assessment tool for measuring writing motivation in kindergarteners. Reading & Writing Quarterly, 39(4), 1–349. https://doi.org/10.1080/10573569.2022.2109227
     [Google Scholar]
  398. Stewart O. G. (2023) Using digital media in the classroom as writing platforms for multimodal authoring, publishing, and reflecting. Computers and Composition, 67, Article 102764. https://doi.org/10.1016/j.compcom.2023.102764
     [Google Scholar]
  399. Williamson T., & Clemons A. (2022) Illustrating linguistic dexterity in “English mostly” spaces: How translanguaging can support academic writing in secondary ELA classrooms. English Teaching: Practice & Critique, 22(1), 1–95. https://doi.org/10.1108/ETPC-02-2022-0029
     [Google Scholar]
/content/journals/10.58680/rte2024583AB1
Loading
  • Article Type: Research Article

Most Cited Most Cited RSS feed

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
Please enter a valid_number test