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Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 07/2018, Volume 62, Issue 1, pp. 89 - 94
The cochairs of the International Literacy Association’s 2017 Standards provide a hands‐on guide to using the updated standards for middle and high school... 
Policy | Strategies, methods, and materials | 4‐Adolescence | Teacher education; professional development | Standards‐based < Assessment | Assessment | Text types | New literacies < Digital/media literacies | Comprehension | Standards < Policy | professional development | Instructional strategies; methods and materials | Digital/media literacies | Motivation/engagement | Home‐school connections < Family literacy | Content literacy | Writing | Teacher education | text features < Content literacy | Parental involvement < Family literacy | 5‐College/university students | Home-school connections < Family literacy | Standards-based < Assessment | 5-College/university students | 4-Adolescence | methods and materials | engagement | media literacies | Home-school connections < Family literacy | methods | ELEMENTARY-SCHOOL | Digital | 5-College | university students | New literacies < Digital | Motivation | Standards < Policy | Parental involvement < Family literacy | DISCIPLINARY LITERACY | Instructional strategies | Standards-based < Assessment | EDUCATION & EDUCATIONAL RESEARCH | and materials | Strategies | text features < Content literacy | High Schools | Middle Schools | Definitions | Academic Standards | Reading Instruction | Citations (References) | Professional Associations | Vignettes | Literacy | Culturally Relevant Education | Faculty Development | Content Area Reading | Teacher Educators | Secondary School Teachers | Guides | Middle school education | Teachers | Secondary education | Classrooms | Standards
Journal Article
The Reading Teacher, ISSN 0034-0561, 01/2019, Volume 72, Issue 4, pp. 475 - 483
Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 03/2019, Volume 62, Issue 5, pp. 531 - 539
In this article, the authors use Bourdieu's conceptualization of capital and data from two longitudinal case studies to explore how financial challenges... 
Policy | 4‐Adolescence | resources < Family literacy | 3‐Early adolescence | At‐risk factors < Struggling learners | Advocacy < Policy | Struggling learners | Community‐based programs | 2‐Childhood | Socioeconomic factors < Family literacy | Home‐school connections < Family literacy | Gender/race/class/sexual orientation | Accountability < Policy | Critical pedagogy < Theoretical perspectives | Case study < Research methodology | Family literacy | Community-based programs | Home-school connections < Family literacy | 3-Early adolescence | At-risk factors < Struggling learners | 4-Adolescence | 2-Childhood | race | resources < Family literacy | sexual orientation | Home-school connections < Family literacy | Case study < Research methodology | Critical pedagogy < Theoretical perspectives | Gender | Socioeconomic factors < Family literacy | EDUCATION & EDUCATIONAL RESEARCH | At-risk factors < Struggling learners | Accountability < Policy | Advocacy < Policy | class | Parent Attitudes | Social Capital | Urban Areas | Poverty | African American Family | Teacher Role | Literacy | Low Income | Economic Factors | Academic Aspiration | Advocacy | Barriers | Case Studies | Academic Achievement | Educational Finance | African American Students | Longitudinal Studies | Case studies | United States | Learning | Parents & parenting | Teachers | Occupations | Families & family life | Children | Concept formation | Children & youth
Journal Article
The Reading Teacher, ISSN 0034-0561, 01/2018, Volume 71, Issue 4, pp. 495 - 500
Digital literacies abound in playing a foundational role in the rhythm and pattern of our lives, yet debates continue about how to harness them to teach and... 
4‐Adolescence | Reflection < Teacher education | Choice | Teacher education; professional development | 3‐Early adolescence | 1‐Early childhood | New literacies < Digital/media literacies | professional development | 2‐Childhood | Socioeconomic factors < Family literacy | Persistence < Motivation/engagement | Digital/media literacies | Motivation/engagement | Home‐school connections < Family literacy | Drama | Visual literacy < Digital/media literacies | Sociocultural < Theoretical perspectives | Popular culture < Digital/media literacies | preference < Motivation/engagement | Specific media (hypertext, Internet, film, music, etc.) < Digital/media literacies | Self‐efficacy < Motivation/engagement | Home-school connections < Family literacy | 3-Early adolescence | Self-efficacy < Motivation/engagement | 1-Early childhood | 4-Adolescence | 2-Childhood | engagement | Popular culture < Digital | media literacies | Home-school connections < Family literacy | Reflection < Teacher education | Digital | CHILDRENS | New literacies < Digital | music | Motivation | etc | TECHNOLOGY | Specific media (hypertext | film | Sociocultural < Theoretical perspectives | Socioeconomic factors < Family literacy | EDUCATION & EDUCATIONAL RESEARCH | preference < Motivation | Visual literacy < Digital | Teacher education | Internet | Persistence < Motivation | Self-efficacy < Motivation | Play | Educational Research | Educational Practices | Learning Strategies | Reading Skills | Electronic Learning | Technology Uses in Education | Teaching Methods | African American Students | Males | Literacy
Journal Article
The Reading Teacher, ISSN 0034-0561, 03/2018, Volume 71, Issue 5, pp. 605 - 609
This article features a culturally sustaining practice that many early literacy teachers can adapt and use: la historia de mi nombre/the story of my name. The... 
Language learners | English as a second language | Literature | Instructional strategies | 1‐Early childhood | First, second, etc. language (L1, L2, etc.) < Language learners | English language learners | teaching strategies < Strategies methods and materials | 2‐Childhood | Language acquisition < Oral language | Instructional strategies; methods and materials | Home language < Family literacy | English for speakers of other languages < Language learners | Making inferences < Comprehension | Home‐school connections < Family literacy | read‐alouds < Fluency | Writing | Children's literature | Sociocultural < Theoretical perspectives | Author studies < Literature | Multicultural literature | Oral reading | Listening < Comprehension | English learners | Home-school connections < Family literacy | read-alouds < Fluency | 1-Early childhood | 2-Childhood | methods and materials | Making inferences < Comprehension | Home-school connections < Family literacy | second | Home language < Family literacy | etc | First | L2 | Listening < Comprehension | Sociocultural < Theoretical perspectives | teaching strategies < Strategies methods and materials | English for speakers of other languages < Language learners | EDUCATION & EDUCATIONAL RESEARCH | Language acquisition < Oral language | language (L1 | read-alouds < Fluency | Author studies < Literature | Grade 2 | Multilingualism | English (Second Language) | Elementary School Students | Writing (Composition) | Second Language Learning | Culturally Relevant Education | Hispanic American Students | Code Switching (Language) | Bilingualism | Spanish | Teaching Methods | Literacy Education | Reading teachers | Bilingual education | Demographic aspects | Methods
Journal Article
The Reading Teacher, ISSN 0034-0561, 09/2018, Volume 72, Issue 2, pp. 159 - 168
Classrooms act as linguistic sieves when they continue to accept only dominant forms of English as the “correct” and “appropriate” language choice for all... 
methods and materials | Language learners | English as a second language | Instructional strategies | 1‐Early childhood | 3‐Early adolescence | English language learners | Writing strategies < Strategies | 2‐Childhood | Dialects < Language learners | teaching strategies < Strategies | Home language < Family literacy | English for speakers of other languages < Language learners | Home‐school connections < Family literacy | Writing | Instructional models < Strategies | Code switching < Language learners | Family literacy | English learners | Home-school connections < Family literacy | 3-Early adolescence | 1-Early childhood | 2-Childhood | Home-school connections < Family literacy | PEDAGOGY | English for speakers of other languages < Language learners | Writing strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | Home language < Family literacy | Dialects < Language learners | teaching strategies < Strategies | LEARNERS | AFRICAN-AMERICAN LANGUAGE | Instructional models < Strategies | TEACHERS | Code switching < Language learners | Multilingualism | English (Second Language) | Language of Instruction | Second Language Learning | Writing (Composition) | Classroom Communication | English | Teacher Student Relationship | Black Dialects | Code Switching (Language) | Spanish | Language Usage | Teaching Methods | Language Variation | Native Language | Educational aspects | Education | Analysis | Study and teaching | Methods
Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 09/2018, Volume 62, Issue 2, pp. 219 - 221
Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 11/2017, Volume 61, Issue 3, pp. 267 - 277
In many countries, educational policies typically mandate school activities that promote a homogeneous and narrow range of academic literacies for all learners... 
Policy | methods and materials | 4‐Adolescence | Language learners | Multilingualism < Language learners | Qualitative < Research methodology | 3‐Early adolescence | Vygotskian < Theoretical perspectives | Academic language | Advocacy < Policy | 2‐Childhood | Sociocultural < Theoretical perspectives | 7‐Special needs | Instructional strategies | International/global/comparative literacy education | Struggling learners | New literacies < Digital/media literacies | Decoding | Constructivism < Theoretical perspectives | professional development | Motivation/engagement | Home‐school connections < Family literacy | Visual literacy < Digital/media literacies | Ethnography < Research methodology | English as a foreign language < Language learners | Teacher education | Case study < Research methodology | Family literacy | 3-Early adolescence | 7-Special needs | 2-Childhood | Home-school connections < Family literacy | 4-Adolescence | EDUCATION & EDUCATIONAL RESEARCH | MULTILITERACIES | CHILDREN | Ethnography | Rural Schools | Multilingualism | Grade 4 | Role of Education | Case Studies | Teaching Methods | Foreign Countries | Family Environment | Literacy Education | Student Development | Study and teaching | Education, Rural | Social aspects | Educational aspects | Literacy | Learning | Education policy | Rural areas
Journal Article
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
Journal Article
Journal Article