Apprenticing Towards Deeper Learning In The Ela Classroom: Using Young Adult Literature To Support Students’ Mastery, Identity, And Creativity,
2026
University of Oklahoma Norman Campus
Apprenticing Towards Deeper Learning In The Ela Classroom: Using Young Adult Literature To Support Students’ Mastery, Identity, And Creativity, Julianna Kershen, Kacy M. Price, Nynke Wimp, Evie Jackson, Kaitlin Rogers
Virginia English Journal
This practitioner focused article highlights the perspectives of pre-service teachers and undergraduate researchers investigating the kinds of learning interactions and instructional decisions that result in deeper learning outcomes for high school students. Deeper learning outcomes are often described as 21st century skills, including mastery learning, support of holistic and scholarly student identities, and the ability to engage collaboratively with critical and creative problem-solving skills. The authors suggest a series of young adult literature texts that can serve as springboards into project-based learning opportunities that provide authentic and real world-connected activities, iterative cycles of learning, peer-peer collaboration, and in-depth disciplinary …
Bank Street School For Children’S Story Of Integrating Structured Phonics Into A Progressive Literacy Approach,
2026
Bank Street College of Education
Bank Street School For Children’S Story Of Integrating Structured Phonics Into A Progressive Literacy Approach, Melanie Bryon, Douglas R. Knecht, Emily Linsay, Emily Schottland
Occasional Paper Series
This article explores how the Bank Street School for Children (SFC), a historically progressive institution rooted in child-centered, experiential learning, has successfully integrated structured phonics into its literacy program. Traditionally focused on whole language practices, SFC recognized inconsistencies in student reading outcomes and, beginning in 2017 undertook a multi-year evaluation of its literacy approach. Guided by the core values of child development and equity, and research in cognitive science, the school adopted a research-based phonics program, implementing it across Kindergarten through fourth grade over multiple years. This shift aimed to ensure all students—not just those with strong language backgrounds—gain the …
“It Was Hard, But It Worked:” Children’S Theories Of Learning To Read,
2026
Department of Education and Child Study, Smith College
“It Was Hard, But It Worked:” Children’S Theories Of Learning To Read, Cristina Valencia Mazzanti, Laura Tiktin-Sharick, Madeleine Zuck, Tiphareth Ananda
Occasional Paper Series
In this paper we come together as teachers, a school leader and a professor to examine children’s theories of learning to read captured in written and illustrated texts created by 143 children currently enrolled in kindergarten to sixth grade. This collection of children’s theories of reading was created in the context of a progressive elementary school located at Smith College, a women's liberal arts college in Massachusetts. Our hope in examining children’s theories is to humanize and historicize current debates about how reading is taught. We also hope to offer a counter narrative to the dichotomies currently shaping reading education, …
“This Curriculum Has No Real Reading:” A Case Study Of Student Activism In Response To A Centralized Curriculum Mandate,
2026
University at Albany
“This Curriculum Has No Real Reading:” A Case Study Of Student Activism In Response To A Centralized Curriculum Mandate, Alina Lewis
Occasional Paper Series
The widespread implementation of “science of reading” policies across national and local contexts in the past few years is yet another chapter in the reading wars (Preston, 2022; Thomas, 2024; Goldberg & Goldenberg, 2022). This is not the first time that a national panic about literacy has incited fierce debates over how best to teach reading. Since the publication of “Why Johnny Can’t Read” in 1955, the question of “how, when and how much phonics instruction” has been hotly contested among scholars and practitioners (Thomas, 2024; Flesch & Sloan, 1955). However, the current literacy policy landscape--in the wake of the …
When Science Of Reading Policy Meets Classroom Reality: The Nonsense Word Problem,
2026
University of Minnesota - Twin Cities
When Science Of Reading Policy Meets Classroom Reality: The Nonsense Word Problem, Lisa Dewing-Birno, Luis Lopez
Occasional Paper Series
A central feature of many Science of Reading (SoR)-aligned curricula is the use of nonsense words in early literacy assessment to measure a student's ability to decode unfamiliar words using knowledge of letter-sound correspondences. However, the research base for using nonsense words as an instructional tool is much weaker and more contested. Through two narratives, we illustrate how the implementation of SoR instruction with nonsense words can be particularly problematic. We argue that effective literacy instruction demands what we call pedagogical clarity, the ability to integrate pedagogical practices with deep understanding of individual learners, their cultural and linguistic resources, and …
Uplifting The Legacy Of Black Teachers: Loving And Liberatory Pedagogies In A Science Of Reading Context,
2026
Spelman College
Uplifting The Legacy Of Black Teachers: Loving And Liberatory Pedagogies In A Science Of Reading Context, Natasha A. Thornton, Amanda L. Armstrong, Brooke Blacknall, Jordan Freeman, Elaine Nevers-Williams, Mukkaramah Smith
Occasional Paper Series
This article explores Black liberatory pedagogy (BLP) as a critical approach to navigating current Science of Reading (SoR) mandates, which are often restrictive and fail to honor the literacies and linguistic practices of Black children. Through the narratives of six educators—classroom teachers, teacher candidates, and teacher educators—the article examines how they have experienced and responded to the implementation of SoR standards and curriculum shifts. These stories also illuminate what becomes possible when teachers are in spaces that allow for autonomy, imagination, and culturally responsive pedagogy. The educators’ experiences, expertise, and cultural wisdom are centered, demonstrating how they enact BLP through …
Letter From The Editor's Desk,
2026
Bridgewater College
Letter From The Editor's Desk, Cinde Wollenberg
Virginia English Journal
No abstract provided.
The Future Of Dual Immersion In California: Analyzing California’S Global 2030 Goals,
2026
Pepperdine University
The Future Of Dual Immersion In California: Analyzing California’S Global 2030 Goals, Jonathan Tejeda, Kamila Campos, Robert Emmans
School of Public Policy Capstones
California's Global 2030 initiative set an ambitious target: half of all K-12 students to achieve bilingual proficiency by 2030. This qualitative study examines whether Dual Language programs (DLPs) in California's major metropolitan areas are positioned to meet that goal. Drawing on ten semi-structured expert interviews with researchers, administrators, teachers, and nonprofit advocates, the study identifies four central challenges: inadequate student preparedness, chronic underfunding, insufficient teacher training, and a failure to connect students to their cultural heritage. The findings reveal that California lacks the infrastructure, data systems, and financial commitment necessary to achieve the 2030 goals. The authors recommend establishing a …
Developing A Bilingual Education Program For Middle Schools In Richland School District 01: Promoting Literacy Through Culturally-Relevant Pedagogy,
2026
University of South Carolina
Developing A Bilingual Education Program For Middle Schools In Richland School District 01: Promoting Literacy Through Culturally-Relevant Pedagogy, Paige E. Swanson
Caroliniana Undergraduate Research Journal
The following study explores how bilingual and immersive language learning programs can enhance multi-subject literacy and academic engagement among at-risk African American middle school students in Richland County School District One (R01) in Columbia, South Carolina. Through a qualitative thematic analysis utilizing a literature review of fifty sources that explore education, linguistics, and psychology, the research identifies intersections between bilingual education, culturally relevant pedagogy (CRP), and literacy development in at-risk youth populations. Six themes were revealed by the analysis. From these themes, the results conclude that African American students experience greater academic success when classroom instruction integrates their cultural identities, …
Social Emotional For Secondary English Language Learners,
2026
Bridgewater College
Social Emotional For Secondary English Language Learners, Summer E. Wallace
ASPIRE 2026
A presentation about Social Emotional Learning (SEL), it's importance, and how to implement it in the classroom. Specific considerations are included for secondary English Language Learners. Parts of lesson plans created for this population of students on the topic of SEL are included, as well, to show how this type of instruction can be effectively implemented in the classroom.
The Design Of Chatbot Learning Media For Arabic Vocabulary Learning For 7th Grade Students At Mtsn,
2026
Universitas Darussalam Gontor
The Design Of Chatbot Learning Media For Arabic Vocabulary Learning For 7th Grade Students At Mtsn, Rizki Alifia Putri, Alif Cahya Setiyadi
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Arabic language learning at the Madrasah Tsanawiyah (MTsN) level often faces challenges such as limited curriculum time allocation and the dominance of conventional teacher-centered methods. This research aims to produce a design for chatbot-based learning media using the Smojo.Ai platform, focusing on vocabulary (mufradat) mastery for 7th-grade students. The approach used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation); however, this report is limited to the Design and Development (expert validation) stages. Data were collected through in-depth interviews, documentation studies, and validation questionnaires. The results indicate that the characteristics of the "Mufrodaty" chatbot integrate …
Uniting To Strengthen Reading Instruction Through Mixed-Reality Simulations,
2026
University of Louisville
Uniting To Strengthen Reading Instruction Through Mixed-Reality Simulations, Todd Whitney, Kera B. Ackerman
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Improving literacy outcomes in Kentucky requires professional learning models that effectively bridge the gap between research and classroom practice. The partnership between the Kentucky Reading Research Center (KYRRC) and the University of Kentucky SimLab (UK SimLab) represents an innovative approach to building teacher capacity through mixed-reality simulations aligned with statewide literacy initiatives. Grounded in evidence-based instructional practices, the partnership integrates professional learning and opportunities for deliberate practice in core literacy areas, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. Mixed-reality simulations provide educators with structured, low-risk environments to rehearse instructional routines, receive feedback, and refine their teaching, addressing well-documented challenges …
Teaching Iep Development To Preservice Teachers Using Real-World Scenarios And Kentucky Resources,
2026
Campbell County Schools
Teaching Iep Development To Preservice Teachers Using Real-World Scenarios And Kentucky Resources, Laura S. Clarke, Dusty Columbia Embury
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
When considering all of the content and pedagogy required for preservice teachers to master before they begin teaching students with disabilities, candidates at public, regional university report that one of the most complex components is understanding Individualized Education Programs (IEPs) and how to write them. In this article, we will provide a program description of the structure, components, and outcomes of a model preservice personnel preparation program designed to address the pedagogical needs of university teacher education candidates in this rural state university. We will describe the plan and initial results from a small pilot study in which faculty in …
Critical Incident Analysis: A Methodological Approach For Teaching Trauma Informed Practices,
2026
University of Louisville
Critical Incident Analysis: A Methodological Approach For Teaching Trauma Informed Practices, Penny B. Howell, Mary S. Thomas, Shantel D. Crosby, Khirsten Scott
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Drawing on sociocultural theory, a transdisciplinary, multi-racial team of teacher educators, a social work educator, and a scholar of English and rhetoric, designed a study focused on developing teacher candidates’ understanding of trauma-informed practices during their teacher preparation program. Qualitative data from teacher candidates’ reflections on Critical Incident Descriptions (CID) completed during student teaching reveal their developing understanding of trauma-informed practice with Timing, Maintaining Relationships, Holding High Expectations, and Engaging Students so they Remain in the Classroom as prevalent themes across all CIDs. Findings suggest that Critical Incident Analysis promotes teacher candidates’ reflection practices as they make connections …
English Diphthongs For English Learners: The Same, But Different,
2026
National Louis University
English Diphthongs For English Learners: The Same, But Different, Kristin Lems
Faculty Publications
In any language, diphthongs need to be reckoned with, but teaching diphthongs to learners of English as a new language requires greater insight and special skills. In this column, we take a look at English diphthongs, why they matter, and how they might be best handled when teaching English language learners.
Cover Page Vol. 65 Issue 1,
2026
Western Michigan University
Cover Page Vol. 65 Issue 1
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Book Clubs And Young Adult Literature: Preparing Preservice Special Educators In Inclusive Literacy Practices,
2026
University of Illinois at Chicago
Book Clubs And Young Adult Literature: Preparing Preservice Special Educators In Inclusive Literacy Practices, Marie Tejero Hughes, Juana Abarca, Marta Mohammad
Reading Horizons: A Journal of Literacy and Language Arts
The study presented in this article explored how book clubs centered on young adult (YA) literature supported 67 preservice special educators (PSEs) in developing inclusive literacy practices. The study examined PSEs’ reflections on social, cultural, and personal themes in YA narratives and how these informed their planning for students with disabilities. Using a qualitative descriptive approach, researchers analyzed online discussion posts collected over a 6-week book club course component. Findings reveal that PSEs engaged with themes such as identity, resilience, systemic inequities, and disability representation, often connecting literature to their own positionalities and future teaching roles. PSEs also identified a …
Home Visits As Culturally Sustaining Pedagogy: A First-Grade Classroom Community Learns From Families’ Shared Assets And Challenges,
2026
Kent State University
Home Visits As Culturally Sustaining Pedagogy: A First-Grade Classroom Community Learns From Families’ Shared Assets And Challenges, Jen Mccreight
Reading Horizons: A Journal of Literacy and Language Arts
This article builds on existing scholarship by analyzing the use of home visits as a tool to learn about families’ funds of knowledge—their viewpoints, beliefs, and critical understandings—while also examining families’ own complex views of their linguistic and cultural assets. Through the lens of culturally sustaining pedagogy, the article discusses how home visits were used as a family/school partnership practice that celebrated and built on first grade students’ unique cultural and linguistic assets, as well as how families’ insights were shared with and taken up by first-grade students through classroom activities and projects.
Preservice Teachers’ Knowledge, Skills, And Perceptions Related To Data-Based Decision Making In Elementary Reading Instruction,
2026
University of North Carolina at Charlotte
Preservice Teachers’ Knowledge, Skills, And Perceptions Related To Data-Based Decision Making In Elementary Reading Instruction, Erin K. Washburn, Samantha A. Gesel, Miranda S. Fitzgerald, Corinne R. Kingsbery
Reading Horizons: A Journal of Literacy and Language Arts
Teachers’ knowledge of and ability to use reading assessments and assessment data to inform instruction has long been recognized as a core teaching competency. Data-based decision making (DBDM) is a process by which educators examine assessment data to identify student strengths and needs and apply those findings to their practice. DBDM has been linked to student achievement/engagement and positive teacher self-efficacy. However, DBDM, specifically in reading, is a complex process for teachers. Preservice teacher preparation has been deemed a space for the introduction of DBDM in reading. However, few studies have explored how targeted instruction in reading-related DBDM may impact …
Teaching Context Analysis Assignment,
2026
California State University - San Bernardino
Teaching Context Analysis Assignment, Tamara M. Roose
Teacher Education and Technology Faculty Publications
No abstract provided.
