Digital Commons Network^™

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 …

All Flourishing Is Mutual: Cultivating A Gift Economy Of Literacy, Lindsey Lush, Melissa Kurtz

Occasional Paper Series

In this paper, two scholars and practicing elementary educators argue that the policies and practices of the Science of Reading (SoR) movement in early literacy education are being constructed with the logic of a market economy, shaped by neoliberal ideologies of individualism, scarcity, and competition. Compelled by our concerns for the bodies and beings of readers and reading teachers in the context of our Northeast Georgia public elementary school and provoked by our shared engagement with The Serviceberry, Indigenous scientist and scholar Robin Wall Kimmerer’s book on lessons from the natural world, we engage a postqualitative approach to emergent, relational …

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 …

Home And School Connection: Enhancing Middle School Literacy Through Family Involvement, Katherine Loveless

School of Education and Leadership Student Capstone Projects

With continued declines in literacy rates within the United States and a notable lack of parental involvement within a middle school student’s educational journey, this capstone project looks to address both issues with a single project around middle school literacy nights. By means of an in-depth review of timely and relevant literature this capstone addresses the barriers that are frequently encountered for literacy based events such as rivaling expectations for involvement, socioeconomic barriers, scheduling conflicts, and language barriers. Through the development of this project, a resource-based website was created for event hosts, school leadership, and parents to rely on to …

Connecting Children To Urban Environments Through Picture Books, Sophie Taylor

School of Education and Leadership Student Capstone Projects

More children than ever before live in urban locations, and many do not see their city streets and natural environments represented in picture books. In the midst of a climate crisis, educators and parents may be seeking environmental books and activities that seek to connect children to their natural communities. The purpose of this capstone project was to explore the importance of picture books in connecting children with their environment through the creation of an urban-based children’s book with embedded environmental terminology and concepts, as well as associated activities. A review of relevant literature uncovered five central themes: illustrated books’ …

Expanding Traditional Literacy Frameworks: A Multiliteracies Approach In Elementary Classrooms, Caroline Cuenca

Doctoral Dissertations

Teaching literacy in elementary schools can provide students with a rich, meaningful, and engaging learning experience. Furthermore, cultivating a culturally responsive approach to teaching and learning can promote feelings of acceptance and belonging in young children (Comber, 2018). However, elementary educators are feeling increased pressure to emphasize literacy instruction with a sole focus on foundational literacy skills, standardized curriculum, and accountability measures (Unadkat & Ochoa, 2026). Unfortunately, these instructional practices often limit students' opportunities to engage in creative, collaborative, multimodal, and meaningful learning (Unadkat & Cuenca, 2025). This mixed-methods study examined how a critical multiliteracies curriculum was implemented in a …

From Arrival To Opportunity: A Policy Analysis For Supporting Newly Arrived English Learners In California, Valeria Gabrielli, Stephanie Mendoza Hernandez

School of Public Policy Capstones

Newly arrived immigrant students, commonly referred to as “newcomers,” represent a notable portion of the English Learner (EL) population in California’s K–12 public schools. As of Fall 2023, the California Department of Education reported that newcomers comprised 3.27% of total student enrollment. Although enrollment is projected to decline in the near term, the potential for future increases highlights the need for sustainable, evidence-based support systems. This study examines how California K–12 public schools with large EL populations provide academic and trauma-informed support services to newcomer students, with a particular focus on early intervention in grades K–5. Using the Bardach policy …

Early Literacy Footprints: Analysis Of Elementary School Students' Initial Reading Abilities Using Early Grade Reading Assessment (Egra), Novi Safitri, Rina Heryani, Angga Hadiapurwa, Atep Sujana

Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya

Low initial reading skills are an indication of low student literacy. This research aims to analyze the early reading skills of Phase A students, which includes grades 1 and 2 of elementary school. The research used a descriptive qualitative method, involving 122 students from two elementary schools in Garut Regency, aged 6 to 8 years old. The instrument used in this study was the Early Grade Reading Assessment (EGRA) reading test. The results of the study showed that 68% of students in Phase A had early reading skills in the category of needing guidance. Meanwhile, 6.6% of students were in …

Channeling Literacy Learning Into Everydayness: Northern Ugandan Women Language Peace, Madina Djuraeva, David Monk, Sara Ann Beach, Rosemary Nyirumbe

Journal of Curriculum, Teaching, Learning and Leadership in Education

This study contributes to the literacy scholarship by exploring the motivations for literacy learning of adult women in Northern Uganda, connecting to current trends in language and literacy studies and education in post-conflict contexts that center the peacebuilding potential of language, literacy, and women. To understand women’s motivations and the ways peace is languaged through their narrative, we adopt a chronotropic lens to the analysis of the embodied discourse. We showcase the analysis of the findings that reflect the larger research corpora of 24 focus group participants that were interviewed on the campuses of their vocational school in Northern Uganda. …

How Teachers Can Apply Learning Theories To The Five Pillars Of The Science Of Reading, Jennifer Renn

Science of Reading

This brief provides an introduction to six learning theories and guidance on how they can be used to teach the pillars of the science of reading (SOR). Because SOR is rooted in a broad range of interdisciplinary research and covers several key competencies, classroom teachers may be overwhelmed and uncertain of how to best meet students’ needs. There is also a tendency to use instructional strategies and techniques that include student repetition and recognition of information. While these approaches can help students learn to read and write, teachers should consider using a range of learning theories to better align instruction …

Reading Comprehension Interventions For Multilingual Learners With Disabilities: A Systematic Review, Sariya Shabnam, Jennifer E. Smith, Samiratu Bashiru

Journal of English Learner Education

Multilingual learners with disabilities (MLWDs) face substantial barriers to reading comprehension given the intersecting challenges of language acquisition and disability (Artzi et al., 2022; Frates et al., 2024). Students with disabilities often need explicit, strategy-based instruction with modeling, guided practice, and scaffolding (Frates et al., 2024; Wawire et al., 2024; Moura, 2024). When learners are also multilingual, interventions must be linguistically accessible and responsive to diverse cognitive profiles (Moura, 2024; Sarisahin, 2020). MLWDs comprise 15.8% of English learners in U.S. public schools (NCES, 2024), yet research on effective comprehension interventions remains limited; most studies treat multilingual learners or students with …

The Impact Of The Alabama Literacy Act On Rural Third-Grade Students, Autumn F. Blalock

College of Education

Low third-grade reading proficiency rates in Alabama prompted the passage of the Alabama Literacy Act (ALA) in 2019, which mandates systematic, explicit literacy instruction grounded in the Science of Reading. While the Act represents a substantial shift in instructional practice and state education policy, limited empirical research has examined its impact across school contexts, particularly in rural settings. The purpose of this quantitative, quasi-experimental study was to examine whether third-grade reading proficiency rates changed following implementation of the ALA and to compare outcomes between rural and non-rural schools and among rural students by socioeconomic status. Guided by the Simple View …

A Learning Model For Effective Literacy Instruction In Diverse Papuan Contexts, E. Oos M. Anwas, Anggi Afriansyah, Muhammad Mulyadi, Dwi Purwoko, Zulfikri Anas, Virgiawan Listanto, Dini Dwi Kusumaningrum, Fikri Muslim, Dayu Rifanto

The Qualitative Report

This study seeks to address the persistent challenge of low literacy rates among Papuan primary school children by answering the research question: What factors hinder literacy development, and how can a holistic learning model improve literacy outcomes in this context? Conducted in Keerom and South Manokwari Regencies, the research adopts a qualitative approach to design an inclusive and effective learning model. The study involved a multi-stakeholder approach, engaging primary school students, educators (teachers and principals), parents, community leaders (village heads, religious leaders, and traditional leaders), government officials (education office and local government), legislative representatives (DPRD members), and academic experts from …

High Stakes Literacy Testing: Indiana’S Iread-3, Christy Wessel Powell, Karyn Tomkinson, Whitney Rippy

Science of Reading

Indiana is one of a few states to enact a high stakes literacy test in third grade, the IREAD-3 test. High stakes testing is often a useful way to ensure a particular level of academic proficiency is met to allow students to succeed in a new setting, like college, or leave high school with desired skills. However, the requirement to automatically retain third graders who do not pass the IREAD-3 test without additional information or considerations, is not supported by research (AERA, 2000). These data highlight the critical need for educators and administrators to understand high-stakes standardized tests, as they …

College Preparedness: Exploring Faculty Perceptions Of First-Year Students’ Literacy Skills Transitioning From High School, Shanell Glass Bailey

Student Theses and Dissertations

This study explores faculty perspectives on the literacy skills of incoming freshmen at small community colleges in southern Mississippi, where literacy challenges affect student success. The problem addressed is the preparedness of freshmen in reading and writing, which impacts their academic performance and development through college. The purpose of this qualitative phenomenological study was to examine the lived experiences of faculty who teach entry-level English courses and to identify the support students need to succeed in literacy. Constructivist learning theory served as the guiding framework, emphasizing the ways prior knowledge, active engagement, and social interaction influence how students construct meaning …

A Phenomenological Inquiry Into Kindergarten Teacher Perceptions Of Literacy Skills, Angela Shelton

Student Theses and Dissertations

This qualitative phenomenological study explored kindergarten teachers’ perceptions of the literacy skills of students from households with limited financial resources, compared to students who attended the universal preschool program located in District A with those who did not. The study addressed three research questions: 1. How do teachers perceive the literacy skills of these students? 2. How do teachers describe their experiences teaching literacy to these students? and 3. What resources or professional development do teachers identify as helpful in supporting literacy instruction? Semi-structured interviews with kindergarten teachers were conducted and analyzed to identify common themes. Participants reported that children …

What Representation Looks Like: A Content Analysis Of African American Characters In Louisiana’S Young Readers’ Choice And Teen Readers’ Choice Graphic Novels, Samantha J. Green

Theses and Dissertations

The purpose of this content analysis is to show how African Americans are represented in the novels selected for the Louisiana Young Readers’ Choice and Louisiana Teen Readers’ Choice programs. Twenty-one graphic novels and one graphic story were used in this study. The primary source of data collection was analyzing the texts using the African American text features list. Findings indicated that when included, the representation of African Americans in the graphic novels was accurate and authentic. However, there was not a large number of graphic novels that have been selected for the lists. It is suggested that future research …

Literacy Professional Development: Evidence-Based Practices And Insights From Virginia, Meleah Ellison, Shelby Garofalo, Vanessa Sekinger, Joan A. Rhodes, Sharrie Merritte, Maggie Szydlowski, Meera Mehtaji, Valerie Robnolt, Thea Racelis

MERC Publications

This report is part of the MERC Literacy Study. It explores recently published research and publicly accessible professional development (PD) offerings frequently used across the Commonwealth to support the implementation of the Virginia Literacy Act (VLA). Findings from this report support the ongoing PD of school staff and relevant partners in the VLA’s purpose of improving literacy outcomes for students in grades K-8 across Virginia.

The Homerathon: A Collaborative Teacher - Librarian Project, Douglas Welle, Dutcha Lawson

Alabama Libraries

This article, co-authored by a high school librarian and a Latin teacher describes a highly successful collaboration at the high school level designed to enhance the curriculum and promote the role of the library as a continuous learning environment. The “Homerathon” read-aloud attracted nearly 140 participants over a four-day period in 2024. Benefits included engaging students in the act of reading, increasing awareness and understanding of a classical work of literature, and highlighting the role of the school library as a vibrant learning hub. Building on the success of the Homerathon, a second read-aloud event was held in 2025 and …

New Hampshire Tcap, Riley Lane

Honors Theses and Capstones

No abstract provided.

Learning In The Wild: A Discourse Analysis Of Literacy Practices And Educational Outcomes In Montana’S Youth Climate Activism, Tyler Moore

Graduate Student Theses, Dissertations, & Professional Papers

This thesis examines youth climate activism in Montana as a site of literacy practice, civic learning, and critical climate engagement. Focusing on the University of Montana Climate Response Club, the study asks how youth climate activists use literacy practices to interpret climate issues and participate in civic action, and how those practices reflect elements of critical climate literacy. The study defines critical climate literacy as a set of socially situated practices through which young people read, interpret, question, and respond to climate change as both an environmental issue and a civic problem shaped by power. Rather than treating climate literacy …

Humanizing Education Through Subject-Centered Instruction: A Mixed Methods Case Study Of Engagement And Achievement In An Exploring Hip-Hop As Literature English Elective, Alicia Hyman-Peters

UNF Graduate Theses and Dissertations

This study examined how humanizing education through relationally-driven, subject-centered teaching affects student engagement, literacy, and achievement in an Exploring Hip-Hop as Literature English elective at a diverse high school in Northeast Florida. Drawing on Freire’s concept of humanization, Noddings’ Ethic of Care, Palmer’s focus on subject-centered learning, and the culturally relevant and sustaining pedagogies of Ladson-Billings, Paris, and Alim, the research investigated how humanized education restores meaning and connection to learning. Using a Convergent Parallel Mixed Methods Design, data from thirty students were gathered through surveys, participation and assignment records, standardized assessments, interviews, focus groups, and classroom observations. Quantitative findings …

Pig In The Spigot (2000) By Richard Wilbur, Peter Shea

Picture Books

The Pig in the Spigot informs the reader that a pig in the spigot is no big problem; a little extra water will flush him out. An ox in the phlox is more worrisome. The elf in the belfry has a problem; a belfry is too gloomy for an elf. And the rat on Ararat has no problems at all; he should go make friends with the lady rat. In short verses, the poet Richard Wilbur invites the reader to find friendly little words inside big words, and then to imagine why they’re there. These games are very good — …

Parents’ Utilisation Of The Literacy-Based Text Message Program Kindytxt, Amanda Binns

Research outputs 2022 to 2026

Text messaging programs have emerged as effective tools for enhancing parental engagement in children’s home-based literacy development, as substantiated by a growing body of research. This paper presents findings from a doctoral study that examined parental experiences and perceptions of a literacy-based text messaging program, with particular emphasis on how such initiatives inform and shape literacy practices in families with kindergarten-aged children. Rooted in the frameworks of social constructivism and interpretivism, the research privileges participants’ unique perspectives to explore the varied meanings parents construct around their use of the Kindytxt program. The study was theoretically informed by Vygotsky’s sociocultural theory, …

Centering Ai Literacy: Exploring Brazilian International Students’ Perceptions Of Chatgpt And Peer Tutoring, Leigh Ann Dunning, Raissa Borges De Oliveira Leal

The Writing Center Journal

For English as an Additional Language (EAL) students, generative AI (GenAI) offers meaningful support for writing in English, while also introducing a new set of challenges. Supporting EAL students in developing AI literacy is crucial to their growth as confident, adaptable writers, and writing center tutors are uniquely positioned to facilitate this development. This case study explores the experiences of undergraduate Brazilian international students at a small liberal arts college who received writing feedback from both peer writing center tutors and ChatGPT. Findings indicate that students valued the human connection, contextual understanding, and rhetorical support offered by peer tutors, while …

Applying A Sight Words Framework To Postcolonial Spelling Preferences In Wolof, Shelby Thomas

The Journal of Purdue Undergraduate Research

No abstract provided.

Teaching Literacy Foundations (2nd Edition), Debra D. Murphy

ATU Faculty OER Books and Materials

Goals and Objectives of the Textbook

This textbook aims to equip educators with the knowledge, skills, and tools necessary to create rich and inclusive literacy learning environments for all students. The specific objectives of the textbook are:

1. To present a historical and theoretical framework for understanding literacy development and instruction.

2. To explore the essential components of literacy instruction, including phonemic awareness, phonics, vocabulary development, reading fluency, reading comprehension, and writing instruction.

3. To provide practical strategies and activities for teaching and assessing literacy skills.

4. To discuss differentiated instruction and inclusive practices that address the diverse needs of …

To What Extent Do Arkansas K-3 Elementary Classroom Teachers Understand The International Dyslexia Association's Definition Of Dyslexia?, Anetha Jane Hill

Theses and Dissertations

This qualitative interview study explored the understanding of dyslexia among K–3 elementary classroom teachers in Arkansas, using the International Dyslexia Association (IDA) definition as adopted by the Arkansas Department of Education, specifically the Division of Elementary and Secondary Education. An interview protocol was used to gather information about teachers’ understanding of the full IDA definition of dyslexia. Since this definition has been formally adopted by the state of Arkansas, it has significantly influenced district policies, classroom instruction, and support services. It is essential that educators have a working knowledge of this definition to adequately support students’ reading success and provide …

Final Performance Report: Boise State University Chinese Startalk Program: "A Bite Of China", Daibao Guo, Michelle Satterfield

Literacy, Language and Culture Faculty Publications and Presentations

The Boise State University (BSU) Chinese STARTALK Program was designed to meet STARTALK’s goals by providing a standards-based, thematically organized curriculum, “A Bite of China,” along with immersive, authentic language-learning experiences for secondary students. The program aimed to expand access to Chinese language education, promote intercultural competence, and support the development of language proficiency through hands-on, project-based learning.

Visual Literacy, English Learners, And The Slider, Kristin Lems

Faculty Publications

The article looks at some of the ways “degrees of intensity” can be taught and practiced with visual supports such as sliders, graphs, or emojis, with a focus on English learners of all ages.