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1. Full Text Moving Forward: Sustaining Multilingual Literacies
by Guerra, Juan C and Martinez, Danny C and Caraballo, Limarys
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 05/2019, Volume 62, Issue 6, pp. 677 - 680
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation... 
4‐Adolescence | Language learners | Multilingualism < Language learners | Oral language | 5‐College/university students | Family literacy | Home language practices < Oral language | EDUCATION & EDUCATIONAL RESEARCH | Multilingualism | Language instruction | Methods | Educational research | Learning | Teachers | Language acquisition | Literacy
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2. Full Text Beyond the English Learner Label: Recognizing the Richnessof Bi/Multilingual Students' LinguisticRepertoires
by Martinez, RA
READING TEACHER, ISSN 0034-0561, 03/2018, Volume 71, Issue 5, pp. 515 - 522
The terminology that we use to refer to English learners has shifted over the past two decades, from limited English proficient to English language learner to... 
Vocabulary | Language learners | English as a second language | Oral language | Multilingualism < Language learners | SPANGLISH | Sociolinguistic < Theoretical perspectives | English language learners | English for speakers of other languages < Language learners | Linguistics < Theoretical perspectives | Cognates < Vocabulary | EDUCATION & EDUCATIONAL RESEARCH | Home language < Family literacy | Home language practices < Oral language | Language development < Oral language | Language acquisition < Oral language | Parental involvement < Family literacy | English learners | Code switching < Language learners | 2-Childhood | bilingual students | English language (Modern)
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3. Full Text Sustaining Multilingual Literacies in Classrooms and Beyond
by Martinez, Danny C and Caraballo, Limarys
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 07/2018, Volume 62, Issue 1, pp. 101 - 104
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation... 
4‐Adolescence | Language learners | English as a second language | Multilingualism < Language learners | Oral language | New literacies < Digital/media literacies | English language learners | Home language practices < Oral language | Dialects < Language learners | Home language < Family literacy | English for speakers of other languages < Language learners | Digital/media literacies | Specific subject areas (math, art, etc.) < Content literacy | Content literacy | Code switching < Language learners | Popular culture < Digital/media literacies | English learners | 4-Adolescence | art | Popular culture < Digital | media literacies | Multilingualism < Language learners | Specific subject areas (math | Digital | English for speakers of other languages < Language learners | STUDENTS | EDUCATION & EDUCATIONAL RESEARCH | Home language < Family literacy | New literacies < Digital | Home language practices < Oral language | Dialects < Language learners | etc | Code switching < Language learners | literacy | language | United States | language interaction | multilingual adolescents | bilingualism | Multilingualism | Conversation | Teachers | Literacy
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4. Full Text Beyond the English Learner Label: Recognizing the Richness of Bi/Multilingual Students’ Linguistic Repertoires
by Martínez, Ramón Antonio
The Reading Teacher, ISSN 0034-0561, 03/2018, Volume 71, Issue 5, pp. 515 - 522
The terminology that we use to refer to English learners has shifted over the past two decades, from limited English proficient to English language learner to... 
Cognates < Vocabulary | Vocabulary | Language learners | English as a second language | Multilingualism < Language learners | Oral language | English language learners | Home language practices < Oral language | 2‐Childhood | Language acquisition < Oral language | Home language < Family literacy | English for speakers of other languages < Language learners | Sociolinguistic < Theoretical perspectives | Code switching < Language learners | Language development < Oral language | Parental involvement < Family literacy | English learners | Linguistics < Theoretical perspectives | Study and teaching
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5. Full Text Performing Ideologies: Fostering Raciolinguistic Literacies Through Role‐Play in a High School English Classroom
by Seltzer, Kate
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 09/2019, Volume 63, Issue 2, pp. 147 - 155
The author describes a literacy activity that took place in an 11th‐grade English language arts classroom: student‐created role‐play. Through a discussion of... 
4‐Adolescence | Language learners | Multilingualism < Language learners | Teacher education; professional development | Home language practices < Oral language | Ethnography < Research methodology | Gender/race/class/sexual orientation | Critical literacy < Theoretical perspectives | Code switching < Language learners | Poststructuralism < Theoretical perspectives | Sociolinguistic < Theoretical perspectives | Identity | Instructional strategies, teaching strategies < Strategies, methods, and materials | 5‐College/university students | race | Instructional strategies | sexual orientation | Multilingualism < Language learners | methods | Critical literacy < Theoretical perspectives | Poststructuralism < Theoretical perspectives | Sociolinguistic < Theoretical perspectives | Gender | professional development | 5-College | university students | EDUCATION & EDUCATIONAL RESEARCH | Home language practices < Oral language | teaching strategies < Strategies | and materials | Teacher education | class | Ethnography < Research methodology | 4-Adolescence | Code switching < Language learners | Role playing | Language arts | English education | Analysis | Study and teaching | Creative activities and seat work | Methods | English | Secondary school students | Sociolinguistics | Secondary education | Ideology | Race | Literacy
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6. Full Text Say It in Your Language: Supporting Translanguaging in Multilingual Classes
by Rowe, Lindsey W
The Reading Teacher, ISSN 0034-0561, 07/2018, Volume 72, Issue 1, pp. 31 - 38
Emergent bilingual students draw on their linguistic repertoires, moving fluidly between named languages and varieties to meet communicative ends. However,... 
Language learners | English as a second language | Multilingualism < Language learners | Choice | teacher research < Research methodology | 1‐Early childhood | Writer's workshop < Writing | Self‐perception | Home language practices < Oral language | Audience < Writing | 2‐Childhood | Instructional strategies; methods and materials | Sociocultural < Theoretical perspectives | Popular culture < Digital/media literacies | preference < Motivation/engagement | English learners | Second‐language learning < Language learners | Instructional strategies | Writing strategies < Strategies, methods, and materials | English language learners | Home language < Family literacy | Home‐school connections < Family literacy | teaching strategies < Strategies, methods, and materials | Action research | Writing | self‐concept < Struggling learners | Children's literature | English for speakers of other languages < Language learners, First, second, etc | language (L1, L2, etc.) < Language learners | Second-language learning < Language learners | self-concept < Struggling learners | 2-Childhood | Home-school connections < Family literacy | Self-perception | 1-Early childhood | ENGLISH LEARNERS | EDUCATION & EDUCATIONAL RESEARCH | CLASSROOMS | BILITERACY | CHILDREN | bilingual children | reading | language | reading acquisition | psycholinguistics | Grade 2 | Multilingualism | English (Second Language) | Elementary School Students | Second Language Learning | Instructional Design | Recordkeeping | Code Switching (Language) | Classroom Techniques | Handheld Devices | Bilingualism | Teaching Methods | Books | Educational Principles | Language Variation | Electronic Publishing | Reading teachers | Demographic aspects | Learning strategies | Study and teaching | Language skills | Methods
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7. Full Text Honoring and Building on the Rich Literacy Practices of Young Bilingual and Multilingual Learners
by Souto‐Manning, Mariana
The Reading Teacher, ISSN 0034-0561, 11/2016, Volume 70, Issue 3, pp. 263 - 271
In this article, the author invites teachers of children who are bilingual, multilingual, and at promise for bi‐/multilingualism to honor and build on their... 
Language learners | English as a second language | Multilingualism < Language learners | Instructional strategies | 1‐Early childhood | English language learners | Home language practices < Oral language | 2‐Childhood | Literature‐based instruction < Literature | Home language < Family literacy | English for speakers of other languages < Language learners | Motivation/engagement | Home‐school connections < Family literacy | teaching strategies < Strategies, methods, and materials | Children's literature | Code switching < Language learners | Language development < Oral language | English learners | First, second, etc., language (L1, L2,etc.) < Language learners | Second‐language learning < Language learners | Literature-based instruction < Literature | Second-language learning < Language learners | Home-school connections < Family literacy | 1-Early childhood | 2-Childhood | EDUCATION & EDUCATIONAL RESEARCH | PEDAGOGY | EDUCATION | Culturally Relevant Education | Student Centered Curriculum | Multilingualism | Educational Strategies | Educational Practices | English (Second Language) | Bilingual Students | Teaching Methods | Literacy | Equal Education | Access to Education | Laws, regulations and rules | Educational aspects | Study and teaching | Language instruction | Methods
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8. Full Text Mapping Languages and Literacies With Multilingual Students in Australian Classrooms
by D'warte, Jacqueline and Callow, Jon
The Reading Teacher, ISSN 0034-0561, 03/2019, Volume 72, Issue 5, pp. 663 - 669
The International Literacy Association is a global advocacy organization, and literacy is viewed as a human right worldwide. This department highlights... 
Strategies, methods, and materials | Language learners | Multilingualism < Language learners | Qualitative < Research methodology | Oral language | Teacher education; professional development | resources < Family literacy | teacher research < Research methodology | 3‐Early adolescence | Community‐based programs | Home language practices < Oral language | 2‐Childhood | Home language < Family literacy | Home‐school connections < Family literacy | Action research | Ethnography < Research methodology | Sociocultural < Theoretical perspectives | Critical pedagogy < Theoretical perspectives | Family literacy | Self‐efficacy < Motivation/engagement | engagement | resources < Family literacy | Home-school connections < Family literacy | methods | Critical pedagogy < Theoretical perspectives | 3-Early adolescence | teacher research < Research methodology | Home language < Family literacy | Home language practices < Oral language | Qualitative < Research methodology | 2-Childhood | Community-based programs | Multilingualism < Language learners | Sociocultural < Theoretical perspectives | professional development | EDUCATION & EDUCATIONAL RESEARCH | and materials | Strategies | Teacher education | Self-efficacy < Motivation | Ethnography < Research methodology | Multilingualism | Social aspects | Australia | Educational aspects | Literacy
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9. Full Text Parent Book Talk to Accelerate Spanish Content Vocabulary Knowledge
by Pollard‐Durodola, Sharolyn D and Gonzalez, Jorge E and Satterfield, Teresa and Benki, José R and Vaquero, Juana and Ungco, Camille
The Reading Teacher, ISSN 0034-0561, 11/2017, Volume 71, Issue 3, pp. 335 - 345
This article bridges research to practice by summarizing an interactive content‐enriched shared book reading approach that Spanish‐speaking parents of... 
Vocabulary | Language learners | English as a second language | Oral language | 1‐Early childhood | Specialized vocabulary < Vocabulary | English language learners | Home language practices < Oral language | Home language < Family literacy | Content literacy | Domain knowledge < Content literacy | English learners | English for speakers of other languages < Language learners, First, second, etc | language (L1, L2, etc.) < Language learners | LANGUAGE | HEAD-START | Specialized vocabulary < Vocabulary | English for speakers of other languages < Language learners | second | STRATEGIES | CHILDREN | EDUCATION & EDUCATIONAL RESEARCH | Home language < Family literacy | Home language practices < Oral language | etc | Domain knowledge < Content literacy | First | LITERACY DEVELOPMENT | language (L1 | 1-Early childhood | HOME | Informal Education | Heritage Education | Literature | English (Second Language) | Spanish Speaking | Socioeconomic Status | Second Language Learning | Native Language Instruction | Science Education | Preschool Education | Family Environment | Social Studies | Vocabulary Development | Story Reading | Parent Child Relationship | Spanish | Bilingualism | Preschool Children | Reading teachers | Educational research | Research
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10. Full Text Reframing the Achievement Gap: Lessons From Puzzling Students
by Ballenger, Cynthia
The Reading Teacher, ISSN 0034-0561, 09/2019, Volume 73, Issue 2, pp. 141 - 147
The achievement gap has been the focus of a good deal of research, attention, and hopeful new practices, yet it has hardly decreased. Using insights from... 
Language learners | 3‐Early adolescence | To inform instruction, as inquiry < Assessment | Ongoing assessment < Assessment | Remediation < Struggling learners | Home language practices < Oral language | Achievement gap < Struggling learners | 2‐Childhood | Prior knowledge < Comprehension | Instructional strategies; methods and materials | Making inferences < Comprehension | Action research, teacher research < Research methodology | Discussion < Oral language | Sociocultural < Theoretical perspectives | Literature | Literary elements < Literature | Struggling learners | Comprehension | Informal < Assessment | Questioning < Comprehension | Motivation/engagement | Home‐school connections < Family literacy | Ethnography < Research methodology | Discourse analysis < Research methodology | Critical pedagogy < Theoretical perspectives | Sociolinguistic < Theoretical perspectives | methods and materials | Questioning < Comprehension | engagement | To inform instruction | Making inferences < Comprehension | Home-school connections < Family literacy | Literary elements < Literature | Critical pedagogy < Theoretical perspectives | Sociolinguistic < Theoretical perspectives | Prior knowledge < Comprehension | 3-Early adolescence | Informal < Assessment | Discussion < Oral language | teacher research < Research methodology | Home language practices < Oral language | Motivation | as inquiry < Assessment | 2-Childhood | Discourse analysis < Research methodology | Instructional strategies | Ongoing assessment < Assessment | Sociocultural < Theoretical perspectives | EDUCATION & EDUCATIONAL RESEARCH | Remediation < Struggling learners | Achievement gap < Struggling learners | Action research | Ethnography < Research methodology | Evaluation | Educational evaluation | Slow learning children | Methods | Educational research
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11. Full Text Home literacy practices and preschool children's emergent writing skills: An initial investigation
by Puranik, Cynthia S and Phillips, Beth M and Lonigan, Christopher J and Gibson, Erin
Early Childhood Research Quarterly, ISSN 0885-2006, 03/2018, Volume 42, pp. 228 - 238
Home literacy practices are known to facilitate children's oral language and reading skills. In this study, we extend previous work by examining the amount and... 
Parent teaching | Preschool | Home literacy practices | Spelling | Writing development | Letter writing | PRINT | METAANALYSIS | MATERNAL MEDIATION | PSYCHOLOGY, DEVELOPMENTAL | ENVIRONMENT | WRITTEN LANGUAGE | KINDERGARTEN-CHILDREN | NAME | EDUCATION & EDUCATIONAL RESEARCH | EXPERIENCES | SUPPORT | VOCABULARY
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12. Full Text Home literacy practices and preschool children’s emergent writing skills: An initial investigation
by Puranik, Cynthia S and Phillips, Beth M and Lonigan, Christopher J and Gibson, Erin
Early Childhood Research Quarterly, ISSN 0885-2006, 2018, Volume 42, pp. 228 - 238
Home literacy practices are known to facilitate children’s oral language and reading skills. In this study, we extend previous work by examining the amount and... 
Parent teaching | Preschool | Home literacy practices | Spelling | Writing development | Letter writing
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13. Full Text Effects of a Family Literacy Program for Latino Parents: Evidence From a Single-Subject Design
by Mesa, C and Restrepo, MA
LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS, ISSN 0161-1461, 07/2019, Volume 50, Issue 3, pp. 356 - 372
Purpose: This study investigated the effects of a family literacy program on Latino parents' language practices at home and their children's oral language... 
SCHOOL | ACCELERATING LANGUAGE-DEVELOPMENT | LOW-INCOME | HEAD-START | READING INTERVENTION | AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY | AMERICAN | LINGUISTICS | BOOK | REHABILITATION | SOCIOECONOMIC-STATUS | YOUNG-CHILDREN | HOME | Family Literacy | Oral Language | Hispanic Americans | Parents as Teachers | Mothers | Reading Programs | Outcomes of Education | Reading Aloud to Others | Family Programs | Spanish | Language Usage | Parent Participation | Low Income Groups | Parent Education | Preschool Children | Program Effectiveness | Intervention | Low income groups | Developmental psychology | Families & family life | Conversation | Spanish language | Childrens picture books | Verbal communication | Teaching | Parents & parenting | Spoken language | Child language | Feedback | Mean length of utterance | Literacy programs | Preschool education | Language diversity | Language disorders | Families | Children & youth | Preschool children | Reading comprehension | Educational research | Oral reading | Turn taking
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14. Full Text Research Protocol: A cluster randomised controlled trial to evaluate the Family SKILLS programme for reception year students from families in which English is an additional language
by Vojtkova, Martina and Morris, Stephen P and Cara, Olga and Marshall, Lydia
International Journal of Educational Research, ISSN 0883-0355, 2016, Volume 80, pp. 101 - 110
This paper describes a cluster randomized controlled trial of Family SKILLS, an intervention targeted at reception year children and their parents for whom... 
randomised controlled trial | Early education | Research protocol | Family literacy | Literacy | EDUCATION & EDUCATIONAL RESEARCH | Family literacy randomised controlled trial | MINORITY | STATISTICAL POWER | METAANALYSIS | RANDOM ASSIGNMENT | LOW-INCOME | HOME LITERACY ENVIRONMENT | CHILDRENS | Family | Philanthropy | Students | Literacy programs | Endowments
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15. Full Text Parenting styles and home literacy opportunities: Associations with children's oral language skills
by Bingham, Gary E and Jeon, Hyun‐Joo and Kwon, Kyong‐Ah and Lim, Chaehyun
Infant and Child Development, ISSN 1522-7227, 09/2017, Volume 26, Issue 5, pp. e2020 - n/a
This study examined associations among parenting style, home literacy practices, and children's language skills. A total of 181 ethnically diverse parents,... 
home literacy | emergent literacy | parenting style | oral language | parenting | READING-COMPREHENSION | LEARNING-ENVIRONMENT | HEAD-START | PSYCHOLOGY, DEVELOPMENTAL | AFRICAN-AMERICAN FAMILIES | WRITTEN LANGUAGE | SCHOOL READINESS | PRESCHOOL-CHILDREN | SOCIAL-SKILLS | YOUNG-CHILDREN | Informal Education | Language Skills | Family Literacy | Oral Language | Parenting Styles | Parents | Parents as Teachers | Preschool Children | Parenting | Parent and child | Child development | Analysis | African Americans | Children | Language skills | Literacy programs | Literacy
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16. Full Text Preparing Teachers to Train Parents to Use Evidence-based Strategies for Oral Reading Fluency with Their Children
by Kupzyk, Sara and Daly III, Edward J and Andersen, Melissa N
Contemporary School Psychology: Formerly "The California School Psychologist", ISSN 2159-2020, 1/2012, Volume 16, Issue 1, pp. 129 - 140
Although there is promising evidence for parent-tutoring strategies for improving oral reading fluency, such parent tutoring programs are not widely used in... 
oral reading fluency | Child and School Psychology | Educational Psychology | parent tutoring | Psychology | teacher trainers | treatment fidelity | evidence-based practices | Grade 1 | Intervention | Educational Strategies | Oral Language | Elementary School Teachers | Reading Fluency | Parents | Reading Difficulties | Elementary Education | Curriculum Based Assessment | Tutoring | Measures (Individuals) | Response to Intervention | Video Technology | Evidence | Feedback (Response) | Training | Reading teachers | Teachers | Tutors and tutoring | Education | Parent-teacher relationships | Study and teaching | Parent participation | Oral reading | Home and school | Methods
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17. Full Text Primary Discourse and Expressive Oral Language in a Kindergarten Student
by Darcy A. Fiano
Reading Research Quarterly, ISSN 0034-0553, 1/2014, Volume 49, Issue 1, pp. 61 - 84
This seven-month ethnographic case study elucidated a kindergarten student's navigation through her first formal schooling experience with relation to... 
Vocabulary | Discourse | Educational buildings | Words | Political discourse | Secondary schools | Discourse analysis | Children | Literacy | Kindergarten education | SCHOOL | EDUCATION & EDUCATIONAL RESEARCH | SKILLS | ACQUISITION | KNOWLEDGE | STORIES | VOCABULARY INSTRUCTION | HOME LITERACY EXPERIENCES | SOCIOECONOMIC-STATUS | PSYCHOLOGY, EDUCATIONAL | Psychological aspects | Research | Preschool children | Interpersonal communication in children | Educational research
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