- NCTE Publications Home
- Subjects
- English Language Arts/ Elementary
English Language Arts/ Elementary
From Language Arts to Learning Communities: Seeing the Bigger Picture with Multimodal Texts
Exploring the intersections of critical literacies and visual literacies to increase opportunities for deepening comprehension across multimodal texts.
Multimodal Reading and Design: Preservice and Practicing Teachers’ Graphic Narratives for Students
Preservice and practicing teachers analyzed and then designed innovative graphic narratives to understand and model the format for curricular inclusion in young adolescents’ learning.
Writing Matters: Somos Escritoras: Writing and Remembering During the COVID-19 Pandemic
During the COVID-19 pandemic Latina adolescent girls found community through writing art and storytelling in the Somos Escritoras online writing workshop.
Perspectives on Practice: Responding to Texts as Future Selves: Empowering Social Transformation with Children Identified with Exceptionalities through Dialogic Read-Alouds
Dialogic interactive read-alouds provided pedagogical possibilities for critical self-reflection and agentive community transformation.
The Case of the Missing Paper: A Play in One Act
How does engaging with a playful lighthearted drama-based form affect one’s experience of academic learning? Read this play gentle reader and answer that question for yourself.
Perspectives on Practice: I Am Queer, Not Obscene: Reorienting Conversations that Censor Readers and Reading
In the context of LGBTQIA+ curriculum violence imposed on schools by policymakers this perspectives article invites educators to queer literacies rather than censoring them.
Civic Literacies: Developing Empathetic and Civically Engaged Readers
Stories offer readers different perspectives of the human experience and can develop their sense of empathy and compassion to take action for change.
Writing Matters: Making Inclusive Literacy Spaces: Resisting Ableism and Honoring Disability
This open letter encourages educators to engage in disability history and honor disability identity to resist ableism and support inclusion in literacy spaces.
Disability Sustaining Pedagogy: Literacy Instruction Informed by the Knowledge and Lived Experiences of Teachers with Disabilities
Centering the narratives of teachers with disabilities this piece offers Disability Sustaining Pedagogy as a stance and practice for honoring disability identities in literacy classrooms.
Perspectives on Practice: Student-Driven Individualized Education Program Practice: Collaborating with Young Students as Literacy Learning Agents
Providing student-facing templates this article offers protocols for teachers to engage students with their Individualized Education Program goals during literacy lessons.
Research And Policy: Unboxing Difference: Cultivating Inclusive Literacy Classrooms Informed by Disability Studies
This column equips teachers with key revelations from Disability Studies in an effort to inform their conscious and deliberate design of inclusive literacy instruction.
What about the 1%? Transforming Current Literacy Pedagogy for Students with Significant Support Needs
Drawing on current literature and empirical examples this three-part conceptual framework provides pedagogical guidance for literacy educators supporting students with significant support needs.
Children’s Literature Reviews: Cultivating Inclusive Classrooms with the Use of Children’s Literature
This column describes a three-pronged approach to incorporating into a classroom a book that represents some aspect(s) of diversity.