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Full-Text Articles in Education
Legislating Phonics: Settled Science Or Political Polemics?, David Reinking, George G. Hruby, Victoria J. Risko
Legislating Phonics: Settled Science Or Political Polemics?, David Reinking, George G. Hruby, Victoria J. Risko
Publications
In this commentary, we identify a phonics-first ideology and its polemical distortions of research and science to promote legislation that constrains and diminishes the teaching of reading. We affirm our own, and a majority of reading professionals’, commitment to teaching phonics. However, we argue that phonics instruction is more effective when embedded in a more comprehensive program of literacy instruction that accommodates students’ individual needs and multiple approaches to teaching phonics—a view supported by substantial research. After summarizing the politicization of phonics in the United States, we critique a legislated training course for teachers in Tennessee as representative of how …
Why Phonics (In English) Is Difficult To Teach, Learn, And Apply: What Caregivers And Teachers Need To Know, David Reinking, Sharon L. Reinking
Why Phonics (In English) Is Difficult To Teach, Learn, And Apply: What Caregivers And Teachers Need To Know, David Reinking, Sharon L. Reinking
Publications
No abstract provided.
Annotated Bibliography Of Research In The Teaching Of English, Lisa Ortmann, Anne Crampton, Erin Stutelberg, Richard Beach, Keitha-Gail Martin-Kerr, Debra Peterson, Anna Schick, Bridget Kelley, Charles Lambert, Tracey Pyscher, Leanne Robinson, Andrea Gambino, Jeff Share, Stephanie M. Madison
Annotated Bibliography Of Research In The Teaching Of English, Lisa Ortmann, Anne Crampton, Erin Stutelberg, Richard Beach, Keitha-Gail Martin-Kerr, Debra Peterson, Anna Schick, Bridget Kelley, Charles Lambert, Tracey Pyscher, Leanne Robinson, Andrea Gambino, Jeff Share, Stephanie M. Madison
Publications
Since 2003, RTE has published the annual “Annotated Bibliography of Research in the Teaching of English,” a list of curated and annotated works reviewed and selected by a large group of dedicated educator-scholars in our field. The goal of the annual bibliography is to offer a synthesis of the research published in the area of English language arts within the past year for RTE readers’ consideration. Abstracted citations and those featured in the “Other Related Research” sections were published, either in print or online, between June 2020 and June 2021. The bibliography is divided into nine sections, with some changes …
Building Inclusivity And Empathy Through Writers' Workshop, Beth Beschorner, Anna H. Hall
Building Inclusivity And Empathy Through Writers' Workshop, Beth Beschorner, Anna H. Hall
Publications
All children have the right to experience a safe and inclusive classroom that engages them in learning and advances equity. Writers' workshop is particularly well suited for creating a safe and inclusive space. Writers' workshop encourages children to share their own stories and listen to, learn about, and develop empathy for others. This instructional strategy can also encourage conversation about important social issues in local communities and the broader world. This article explains specific approaches that can be used within the writers' workshop framework to examine assumptions, use inclusive language, and practice respectful interactions.
Teachers’ Perceptions Of Integrating Information And Communication Technologies Into Literacy Instruction: A National Survey In The United States, David Reinking, Amy Hutchison
Teachers’ Perceptions Of Integrating Information And Communication Technologies Into Literacy Instruction: A National Survey In The United States, David Reinking, Amy Hutchison
Publications
In this commentary, we argue that literacy research would be more productive if researchers had a clearer, more nuanced understanding of theory. Specifically, we argue that theory in a practice-oriented field is most fundamentally productive when it provides instrumental guidance for literacy beyond academic understanding about literacy. Premises for that argument are presented, as well as how productivity connects to an instrumental view of theory within the philosophy of science. We provide examples from authoritative sources and relevant studies suggesting that conceptions and uses of theory in literacy research are ambiguous, diffuse, and incoherent. We argue that productivity could be …