Issue Information

Issue Information
Published: (2025)

Issue Information
Published: (2026)

Issue Information
Published: (2025)

Issue Information
Published: (2026)

Issue Information
Published: (2025)

Issue Information
Published: (2025)

In This Issue 77:6
by: Tanya S. Wright, et al.
Published: (2024)

In This Issue 77:4
by: Tanya S. Wright, et al.
Published: (2024)

In This Issue 78:1
by: Eliza Braden, et al.
Published: (2024)

“That's a Third Rail Issue” UsingLGBTQ+ Children's Literature as Backup to Counter Pushback
by: Jon M. Wargo, et al.
Published: (2024)

Introduction to the Special Issue: Emancipatory Pro‐Black, Latinx and Indigenous Reading Research and Teaching
by: Eliza Braden, et al.
Published: (2025)

Tools that Talk: Scaffolding Dialogic Instruction Through Close Reading of Informational Text
by: Troy V. Mariage, et al.
Published: (2024)

Through the Eyes of the Preservice Teacher: Using a Reflective Reading Journey to Inform Teaching and Learning
by: Gibson, Karen M.
Published: (2010)

Creating a Positive Professional Attitude toward Independent Reading in the Schools.
by: Sanacore, Joseph
Published: (1988)

Teachers as Readers in New Zealand Primary and Intermediate Schools
by: McDowall, Sue
Published: (2021)

Teaching English and the Grammatical Use of the Pronoun: Queer(y)ing the Teaching of Writing
by: Jordan Pickering, et al.
Published: (2024)

“I Had a Deep‐Down Stereotype”: Pairing Critical Literacy Practices to Examine Explicit and Implicit Gender Stereotypes with Elementary Students
by: Alyssa Whitford
Published: (2024)

Writing and Reading Connections: A before, during, and after Experience for Critical Thinkers
by: Paul Deane, et al.
Published: (2024)

A Response to our Critics: Agreements, Clarifications, and Children
by: Catherine Compton‐Lilly, et al.
Published: (2024)

Three Strategies for Supporting Elementary Writers through the Practice of Sharing
by: Bethany P. Lewis
Published: (2024)

Building Mental Models of Writers: Writing Aloud in Writing Instruction
by: Sharon M. Pratt, et al.
Published: (2024)

“Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts
by: Patrick Burke, et al.
Published: (2024)

Engaging Kindergarten Writers Through Play Experiences
by: Andrea Sanchez
Published: (2024)

Providing Proximal Rewards: Rethinking Reading Rewards and Motivation
by: Lorilynn Brandt, et al.
Published: (2024)

A Fundamentally Wrong Premise and a Disservice to the Profession: Responding to “… What we Truly Know about the Teaching of Reading”
by: Claude Goldenberg
Published: (2024)

Toward a Multilingual Perspective on Reading: Aligning Emergent Bilinguals' Resources with Theories of Reading and Implications for Instruction
by: Laura Ascenzi‐Moreno
Published: (2024)

Supporting Students' Knowledge Activation before, during, and after Reading
by: Courtney Hattan
Published: (2024)

Combining Social–Emotional Learning Competencies and Contemporary Concerns Picturebooks to Foster Early Literacy Practices: An Interdisciplinary Approach
by: Amanda Deliman, et al.
Published: (2024)

Strengthening Students' Reading Motivation and Engagement with C.A.R.E.
by: Vassiliki Zygouris‐Coe
Published: (2024)

Matching or Clashing? Teachers Analyzing Picturebooks Using an Equity‐Focused Text Analysis Tool
by: Audrey Lucero
Published: (2024)

Schools and Families of Early Learners Collaborating to Support At Home Read Alouds
by: Charlene Cobb, et al.
Published: (2024)

What Mamá Gallina Can Teach Literacy Educators about Healing Biliteracies
by: Kimberly Muñoz, et al.
Published: (2024)

A Window into Multilingual Students' Worlds: Using Multimodal Writing to Support Writing Growth
by: Hongye Zeng
Published: (2024)

Incorporating Decodable Books into an Early Grades Literacy Curriculum: Tensions and New Learnings from One Teacher
by: Kerry Elson, et al.
Published: (2024)

Family Belonging Backpacks: Deepening Equity and Inclusion with Diverse Literature
by: Michele Byrne
Published: (2024)

Sounds of Silence: Sharing Wordless Picturebooks in the Classroom
by: Terrell A. Young, et al.
Published: (2024)