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Reading Spanish Prosody: The Role of Word Reading and Syntactic Knowledge J. Lit. Res. (IF 2.551) Pub Date : 2024-04-10 Cristina Rodríguez, Nuria Gutiérrez, Rocío C. Seoane, Desirée González, Sara C. de León
This study examined the interrelationships among and combined effects of word reading skills and syntactic knowledge on reading prosody in fifth-grade monolingual Spanish-speaking students. We used Spanish standardized tests to assess the participants ( n = 169, 79 girls) on word and pseudoword reading skills, syntactic knowledge, and reading prosody. The results revealed significant relationships
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African American Language in Children's Literature J. Lit. Res. (IF 2.551) Pub Date : 2024-04-08 Ramona T. Pittman, Rebekah E. Piper, Whitney McCoy, Melody Alanis
The purpose of this study was to determine the most prevalent African American Language (AAL) phonological and grammatical features in slavery- and Civil Rights–themed children's literature. Seventy-six books were initially selected to determine if they used AAL in dialogue or in narration. Of the 76 books, only 39 included AAL. The 39 books were analyzed further to categorize the specific AAL features
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Critical Inquiry in (and About) Media Environments: Examining an Asset-Based Digital Literacy Curriculum J. Lit. Res. (IF 2.551) Pub Date : 2024-04-02 Brady L. Nash
Scholars have long recognized that reading in digital spaces requires unique skills, strategies, and competencies in comparison to those needed for reading printed text. In recent years, the ubiquity of social media and algorithmically targeted content has radically changed the nature of online reading and meaning making. Technological changes have occurred simultaneously with radically altered sociocultural
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Temporal Seeing as Visual Literacy J. Lit. Res. (IF 2.551) Pub Date : 2024-03-29 Roger Saul, Julianne Gerbrandt, Casey Burkholder
Temporal seeing is a mode of visual perception that interrupts the spatial bias we bring to visual literacy practices. Although an image only captures one moment in time, there are multiple spatioanalytical tools we can use to consider any image. Spatial literacy, which is the practice of analyzing objects through their properties in space, tends to be the default analytical mode for making sense of
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Science of Literacies: Meaning Making & Critical Pragmatism in the Postdigital Age J. Lit. Res. (IF 2.551) Pub Date : 2024-03-13 Eurydice Bauer, Aria Razfar, Allison Skerrett, Christina L. Dobbs, Bong Gee Jang, Seth A. Parsons
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Refrains of Friendship in Young Children's Postdigital Play J. Lit. Res. (IF 2.551) Pub Date : 2024-01-31 Kenneth Pettersen, Christian Ehret
Today, digital media technologies are ubiquitous and mundane, making the relationship between digital and analog messy and porous. This postdigital condition prompts new analyses of how young children's local encounters with digital media technologies unfold, and how their relationships with digital media technologies carry on after they leave their devices. While sociomaterial approaches to literacy
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Lexical and Sublexical Skills in Children's Literacy J. Lit. Res. (IF 2.551) Pub Date : 2024-01-23 Joana Acha, Gorka Ibaibarriaga, Nuria Rodríguez, Manuel Perea
Letter knowledge and word identification are key skills for reading and spelling. Letter knowledge facilitates the application of sublexical letter-sound mappings to decode words. With reading experience, word identification becomes a key lexical skill to support decoding. In transparent orthographies, however, letter knowledge might be an enduring predictor of decoding and spelling, even in children
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Media, Legislation, and the Science of Reading: Understanding Policy Narratives for a Path to Collaboration J. Lit. Res. (IF 2.551) Pub Date : 2024-01-18 Olivia J. Cox, Emily Johns-O’Leary
Using frame analysis, the present study examined the intersections of science of reading research, media coverage, and state literacy policy to explore how Colorado policy and media documents have defined reading achievement. It also analyzed the values, assumptions, and agendas within these definitions. It identified diagnostic frames that defined a state-level problem with reading education and prognostic
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High-altitude airship variable-pitch propeller performance analysis at multiple altitudes J. Lit. Res. (IF 2.551) Pub Date : 2023-04-13 Wang Dongchen, Song Bifeng, Jiao Jun, Xue Dong
To achieve better propulsion performance for high-altitude airships, this paper proposes a variable-pitch propeller design and performance analysis. Propeller surrogate models were constructed base...
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Clinicopathologic features in childhood-onset lupus nephritis with antineutrophil cytoplasmic antibody positivity——a multi-center retrospective study J. Lit. Res. (IF 2.551) Pub Date : 2023-04-13 Bei Jin, Cheng Cheng, Meizhen Tan, Jun Huang, Lizhi Chen, Zhilang Lin, Shuhan Zeng, Zihua Yu, Yingjie Li, Xiaoyun Jiang
BackgroundPositive antineutrophil cytoplasmic antibody (ANCA) serology in adult-onset lupus nephritis (LN) is associated with more active disease and distinct renal pathology, but data with respect...
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Social Ontology and Evaluation—A Comment on “Framing Evaluation in Reality: An Introduction to Ontologically Integrative Evaluation” J. Lit. Res. (IF 2.551) Pub Date : 2023-04-13 Robert Picciotto
According to Jennifer Billman, western evaluation bias against indigenous thinking is due to ontological incompetence. If so, the solution she offers (a highly abstract list of criteria) is inadequ...
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Appropriateness of Recommendations Provided by ChatGPT to Interventional Radiologists J. Lit. Res. (IF 2.551) Pub Date : 2023-04-13 Maxime Barat, Philippe Soyer, Anthony Dohan
Purpose: The purpose of this study was to analyze the answers provided by ChatGPT to various questions in the field of interventional radiology (IR) and compare their correctness to a consensus of ...
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Posterior Cranial Distraction in Craniosynostosis: A Systematic Review of the Literature J. Lit. Res. (IF 2.551) Pub Date : 2023-04-13 Ibrahim Khansa, Annie I. Drapeau, Gregory D. Pearson
ObjectivePosterior cranial distraction (PCD) is a surgical technique to address craniosynostosis, especially in syndromic patients. The technique has the ability to significantly expand the cranium...
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Gender(ed) violence in neo-authoritarian times J. Lit. Res. (IF 2.551) Pub Date : 2023-04-13 Leticia Sabsay
As conservative and neo-authoritarian tendencies in Europe move across political and geo-cultural borders, we bear witness to a renewed attack on gender and sexual rights. This is a challenge to de...
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Visual negotiation of identity and settlement of Poles in the so-called Recovered Territories: East Side Story by Anne Peschken and Marek Pisarsky J. Lit. Res. (IF 2.551) Pub Date : 2023-04-13 Marta Smolińska
This text is an analysis of a series of pinhole photographs, by Anne Peschken and Marek Pisarsky (Urban Art), entitled East Side Story I (Myślibórz). Photo research on migration and arrival stories...
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Walking hand in hand: The role of affection-sharing in understanding the social network effect in same-sex, mixed-sex, and gender-diverse relationships J. Lit. Res. (IF 2.551) Pub Date : 2023-04-13 Karen L Blair, Chelsea Hudson, Diane Holmberg
Individuals who perceive greater support or approval for their relationships from friends and family also report greater relationship stability and commitment and better mental and physical health ...
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Small Moves: New Teachers’ Perceptions of Authoritative Discourse J. Lit. Res. (IF 2.551) Pub Date : 2023-03-22 Claire Lambert, Joy Myers, Christy Howard, Melissa Adams-Budde
Novice teachers experience language about literacy instruction from a variety of sources. This longitudinal case study uses Bakhtin’s notions of authoritative and internally persuasive discourse to...
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Teacher Reports of Secondary Writing Instruction with Deaf Students J. Lit. Res. (IF 2.551) Pub Date : 2023-03-22 Kimberly Wolbers, Hannah Dostal, Leala Holcomb
Since students’ writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning ...
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Early Childhood Teachers’ Emergent Literacy Data Practices J. Lit. Res. (IF 2.551) Pub Date : 2023-03-15 Rachel E. Schachter, Gloria Yeomans-Maldonado, Shayne B. Piasta
Despite a growing focus on access to and use of emergent literacy assessment in early childhood, little is known about early childhood teachers’ data practices and their associations with children'...
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Transborder Literacies of (In)Visibility J. Lit. Res. (IF 2.551) Pub Date : 2023-03-15 Sarah Gallo, Melissa Adams Corral
Drawing from an ethnography with mixed-status families residing in Mexico, we examine what we term transborder literacies of (in)visibility, or diasporic people's innovative interactions around tex...
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Teachers’ Vocabulary Talk in Early-Elementary Science Instruction J. Lit. Res. (IF 2.551) Pub Date : 2023-03-15 Blythe E. Anderson, Tanya S. Wight, Amelia Wenk Gotwals
The purpose of this study was to examine the ways in which teachers use language to promote vocabulary development (i.e., vocabulary talk moves) during science instruction in early-elementary class...
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Teacher and Emergent Bilingual Student Read-Aloud Mediations J. Lit. Res. (IF 2.551) Pub Date : 2022-12-09 Iman Bakhoda, Tanya Christ, Ming Ming Chiu, Hyonsuk Cho, Yu Liu
We explored (a) emergent bilingual students’ talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less cultur...
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Pedagogy of Possibility: Proleptic Teaching and Language Learning J. Lit. Res. (IF 2.551) Pub Date : 2022-12-09 Emily Phillips Galloway, Heather M. Meston
We charted how one educator's use of proleptic language—or language that invoked students’ imagined future identities as if they are fully realized in the present—situated students in communities o...
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“SAME GURL”: Political Feeling in LGBTQ+ Digital Composing J. Lit. Res. (IF 2.551) Pub Date : 2022-12-09 Addie Shrodes
Through a study of digital composing in LGBTQ+ YouTube reaction video channels, I explore the role of emotion in shaping how writers in virtual communities collectively feel about injustice and wri...
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Sustaining Textual Passions: Teaching With Texts Youth Love J. Lit. Res. (IF 2.551) Pub Date : 2022-11-25 Karis Jones, Scott Storm
Building on youth literacies in formal learning spaces is a promising direction for asset-based literacy learning designs. However, in response to ways that academic spaces can deaden passionate li...
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Race Talk Moves for Racial Literacy in the Elementary Classroom J. Lit. Res. (IF 2.551) Pub Date : 2022-11-25 Annie Daly
The study examines how a white elementary educator used discursive practices I refer to as “race talk moves” to support students’ racial literacy during whole-class read-alouds. This case study fou...
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Girls of Color Embodied and Experiential Dreams for Education J. Lit. Res. (IF 2.551) Pub Date : 2022-11-25 Grace D. Player
Through an exploration of an afterschool writing club for middle school girls of Color (GOC), this article puts forth the argument that GOC consistently leverage incisive critiques of schooling thr...
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Centering Student Voice in Literacy Research J. Lit. Res. (IF 2.551) Pub Date : 2022-09-01 Eurydice Bauer, Aria Razfar, Allison Skerrett, Christina L. Dobbs, Bong Gee Jang, Seth A. Parsons
While the studies in this issue come from varying theoretical and methodological perspectives, there is a common thread throughout. Each of these studies aims to show how teachers can center student voices to better leverage their linguistic repertoires, implement their theorizing and translanguaging practices, and further develop their metalinguistic knowledge. The articles collectively challenge
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Interaction of Socioeconomic Status and Class Relations on Reading J. Lit. Res. (IF 2.551) Pub Date : 2022-08-05 Amanda A. Olsen, Francis L. Huang
Student–teacher relationships (STRs) and socioeconomic status (SES) are two widely studied variables that have been found to predict reading achievement in the early grades. The current study exten...
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Children Translating When Reading Dual-Language Books J. Lit. Res. (IF 2.551) Pub Date : 2022-08-02 Lisa M. Domke
This mixed-methods study analyzed how elementary-school children translated while reading Spanish-English dual-language books (DLBs). Specifically, it investigated the types of strategies students ...
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Centering Children's Voices and Purposes in Multimodality Research J. Lit. Res. (IF 2.551) Pub Date : 2022-08-02 David E. Low, Jessica Z. Pandya
The theorization of multimodality in academic scholarship is disconnected from how it is conceptualized by children. To bridge this gap, we analyzed 75 interviews with children about their digital ...
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Himpathy, Herasure, and Down Girl Moves: A Critical Content Analysis of Sexual Assault in Young Adult Literature J. Lit. Res. (IF 2.551) Pub Date : 2022-08-01 Henry “Cody” Miller, Shelby Boehm, Kathleen Colantonio-Yurko, Brittany Adams
Numerous scholars have called for young adult literature (YAL) to be a pedagogical avenue for educating secondary and postsecondary students about sexual violence, who are often socialized into har...
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Elementary Translanguaging Writing Pedagogy: A Literature Review J. Lit. Res. (IF 2.551) Pub Date : 2022-08-01 Cori Salmerón
While a wealth of research shows the social and academic benefits of bilingualism and multilingualism, the education of bi/multilingual learners often focuses on transitioning students to English. ...
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Argumentative Writing as an Epistemic Practice in Middle School Science J. Lit. Res. (IF 2.551) Pub Date : 2022-07-27 George E. Newell, Katherine S. Misar
This study explores one teacher's instructional method for teaching life sciences using argumentation and argumentative writing rather than simple templates for writing claims and evidence. The mic...
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Challenging Autonomous Boundaries in Literacy Education Across the World J. Lit. Res. (IF 2.551) Pub Date : 2022-05-20 Eurydice Bauer, Aria Razfar, Allison Skerrett
One of the great challenges in literacy research has been moving away from autonomous, individualist, and decontextualized views of language, literacy, and learning toward more situated, social, and ideological approaches to literacy research. A common theme across all the studies presented in this volume is how reductive ideas about literacy still persist, impacting equity, and how they are challenged
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Private Readerly Experiences of Presence: Why They Matter J. Lit. Res. (IF 2.551) Pub Date : 2022-05-09 Margaret Mackey
This article draws on Philip Barnard's model of the interactions between theory and practice, between basic and applied research, to investigate the paradox of reading as an experience both private...
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Biliteracy as Property: Promises and Perils of the Seal of Biliteracy J. Lit. Res. (IF 2.551) Pub Date : 2022-05-02 Chris K. Chang-Bacon, Soria E. Colomer
A majority of U.S. states have established a “Seal of Biliteracy” (SoBL) to recognize students’ multilingualism. Primarily under the purview of bilingual and world language education, the field of literacy research has remained largely silent on these seals. Yet, the authority these seals grant to state institutions for credentialing literacy has substantial implications for literacy research. This
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“I Am a Parrot”: Literacy Ideologies and Rote Learning J. Lit. Res. (IF 2.551) Pub Date : 2022-05-03 Usree Bhattacharya
Widely prevalent in a variety of educational contexts around the world, rote learning practices entail repetition techniques to acquire new knowledge. These practices have long been critiqued becau...
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Apprenticing for Equity Literacy Teaching: A Needed Change in Teacher Education J. Lit. Res. (IF 2.551) Pub Date : 2022-04-28 Althier Lazar
Grounded by critical race and landscapes of practice perspectives, this study examined candidates who were asked to use equity as a lens to describe students’ literacy learning opportunities in their practicum sites. Analysis of this writing revealed wide variation in candidates’ participation, including a group who regularly noticed equitable/inequitable literacy teaching practices and structures
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Éclosions in Literacy Research: Rereading Brandt and Clinton’s “Limits of the Local” J. Lit. Res. (IF 2.551) Pub Date : 2022-04-28 Daniel E. Ferguson, Amélie Lemieux
In processing the impact of the pandemic amidst other global crises, we found rereading Brandt and Clinton's “The Limits of the Local” article, published 20 years ago next year, to offer much, both theoretically and practically. Written within its own tumultuous time, according to its editors, it argues for transcontextualizing accounts of literacy and employing thingness as a means to subvert local/global
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Categorization in Literacy Contexts: The Short-Term and Long-Term Effects of Labeling Students and Their Literacies J. Lit. Res. (IF 2.551) Pub Date : 2022-03-16 Eurydice Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar
A common theme in this volume is labels and the impact of categories assigned to learners in educational contexts. These labels have an effect not only on students’ literacy learning experiences but also on their lifelong humanity. Whether the label indicates “dis/ability,” “individualist,” “refugee,” or “queer,” critical literacy studies such as those detailed in this volume have implications for
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Queer Literacies: Queer Objects, Disorientation, and Sponsors of Literacy J. Lit. Res. (IF 2.551) Pub Date : 2022-03-01 Troy Potter
Since the 1990s, there have been increasing calls to “queer” curricula in order to challenge gender and sexuality norms. In this article, I develop a model of queer literacies that understands queer to encompass anti-normative ways of being and recognizes the agentic potential of queer objects to disorient individuals and spaces. I challenge educators to become sponsors of queer literacies in order
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“I Don’t Feel I’m Capable of More”: Affect, Literacy, Dis/Ability J. Lit. Res. (IF 2.551) Pub Date : 2022-02-11 Heidi R. Bacon, Paula Rolim, Abdulsamad Humaidan
In this single-case retrospective study, we examine the phenomenon of difficult experiences in schooling and literacy as described by Diana, age 25. Drawing on convergent theories of affect, new materialism, and critical dis/ability studies, we explore educational trajectories and complexities of entangled identities. Four open-ended interviews, a series of conversations, were conducted with Diana
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Student-Generated Questions in Literacy Education and Assessment J. Lit. Res. (IF 2.551) Pub Date : 2022-02-10 Lois Maplethorpe, Hyunah Kim, Melissa R. Hunte, Megan Vincett, Eunice Eunhee Jang
This study investigated the extent to which students’ questioning ability is associated with their literacy abilities, attitudes, perceived text understanding, and interest in the text they read. We further examined these relationships by the type of text they read to generate questions. Fifth- and sixth-grade students (N = 89) were asked to generate three questions after reading two different types
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Leading Literate Lives: Afghan Refugee Children in a First-Asylum Country J. Lit. Res. (IF 2.551) Pub Date : 2022-02-07 Assadullah Sadiq
Most refugees in countries of permanent resettlement arrive from first-asylum countries – countries where refugees initially move to escape crisis in their homelands. Their pre-resettlement educational experiences have largely been undocumented. This qualitative ethnographic study describes the literacy practices of four elementary-aged Afghan refugee children in Pakistan. The findings revealed rich
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Neoliberal Logics: An Analysis of Texas’s STAAR Exam Writing Prompts J. Lit. Res. (IF 2.551) Pub Date : 2022-01-28 Brad Jacobson, Amy Bach
This article adds to a growing body of research tracing the influence of neoliberal education reforms on policy and practice by showing the ways in which student writers are positioned within market-oriented discourses and values through Texas state exam writing prompts. As a genre-in-use, the writing prompts are seemingly mundane texts that privilege certain perspectives for viewing the world. This
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Centering Learners: Literate Identities and Literacy Education J. Lit. Res. (IF 2.551) Pub Date : 2021-12-02 Eurydice Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar
Literate identities are central to the articles presented in this volume, in which contributors interrogate traditional and historical approaches to literacy education. Deficit models inevitably racialize literacies while centering (male) whiteness and decentering learners and their experiences. As the pieces herein illustrate, nearly every aspect of literacy education is affected by deficit perspectives:
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How Feeling Supports Students’ Interpretive Discussions About Literature J. Lit. Res. (IF 2.551) Pub Date : 2021-11-15 Sarah Levine, Karoline Trepper, Rosalie Hiuyan Chung, Raquel Coelho
Research indicates that feeling is fundamental to the multilayered experience of literary interpretation. However, despite great strides in U.S. high school classrooms, discussions about literature are still often characterized by known-answer discourses that exclude feeling. This article builds on small-scale studies of affective evaluation, an interpretive approach in which readers attend to and
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Coaching Using Racial Literacy in Preservice Teacher Education J. Lit. Res. (IF 2.551) Pub Date : 2021-10-28 Melissa Mosley Wetzel, Annie Daly, Kira LeeKeenan, Natalie Sue Svrcek
Drawing on a theoretical framework that centers race, racism, and anti-racism, this study explores a coaching conference in preservice literacy teacher education. In classrooms, teachers often encounter disruptions in the community; however, those disruptions are often seen as problems to be solved and are addressed without interrogating race discourses. This study builds on previous research that
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Bringing a Culturally Sustaining Lens to Reading Intervention J. Lit. Res. (IF 2.551) Pub Date : 2021-10-25 Kelly K. Wissman
This study explores the possibilities and tensions that emerged when a literacy specialist brought a culturally sustaining lens to her work in a reading intervention setting with five emergent bilinguals. Utilizing a case study methodology, the study draws on data from class transcripts, interviews, student writing and artwork, and fieldnotes collected over 2 years. During data analysis, three themes
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Righting the Literacy Teacher Education Debt: A Matter of Justice J. Lit. Res. (IF 2.551) Pub Date : 2021-10-25 Mariana Souto-Manning
The literacies of Black and other communities of Color have long been narrated pathologically in literacy teacher education. Literacy teacher educators have been complicit in upholding linguistic injustice and enacting linguistic violence in and through their practices, devaluing the practices, marginalizing the experiences, and interrogating the humanity of Black and other teachers of Color. In this
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Always at the Bottom: Ideologies in Assessment of Emergent Bilinguals J. Lit. Res. (IF 2.551) Pub Date : 2021-10-25 Laura Ascenzi-Moreno, Kate Seltzer
Recent scholarship has identified how the reading assessment process can be improved by adapting to and accounting for emergent bilinguals’ multilingual resources. While this work provides guidance about how teachers can take this approach within their assessment practices, this article strengthens and builds on this scholarship by combining translanguaging and raciolinguistic lenses to examine the
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Gateway Moments to Literate Identities J. Lit. Res. (IF 2.551) Pub Date : 2021-10-25 Kerry A. Enright, Joanna W. Wong, Sergio L. Sanchez
Drawing from theories of identity, language, and race, we conceptualize gateway moments to literate identities in high school English language arts classrooms enrolling language-minoritized youth. Gateways were interactions that afforded particular kinds of literate identities for youth. Deficit literate identities often invoked racialized language and literacy ideologies; authoritative literate identities
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Black Youth Poetry of 2020 and Reimagined Literacies J. Lit. Res. (IF 2.551) Pub Date : 2021-10-25 Katie Sciurba
In response to anti-Black policing in 2020 that led to the deaths of George Floyd and Breonna Taylor, Black children and teens turned to poetry as a means to channel their self-described terror, rage, pain, horror, tiredness, and need for change. Reminiscent of the poetry of the Black Arts Movement and works published in The Black Panther newspaper, these poems, many of which call for a “revolution
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Global, International, and Transnational Perspectives on Literacy: A Special Issue J. Lit. Res. (IF 2.551) Pub Date : 2021-09-08 Eurydice Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar
This special issue of the Journal of Literacy Research (JLR) features global, international, and transnational scholarship. In this volume, readers will find articles written by international scholars, transnational scholars, and scholars working with transnational populations. Together these pieces speak to the contributions of scholars around the world and the significance of global movements for
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From Haiti to Detroit Through Black Immigrant Languages and Literacies J. Lit. Res. (IF 2.551) Pub Date : 2021-08-17 Lakeya Omogun, Allison Skerrett
This article undertakes a textual analysis of an autobiographically informed novel, American Street, to analyze the process of identity formation of a Black Haitian immigrant youth in the United States. Black immigrant youth remain an understudied demographic in literacy research compared with their Latinx and Asian immigrant counterparts. The goal of this analysis is to provide insights into the role
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Differences in Reading Motivation Between American and Japanese Students J. Lit. Res. (IF 2.551) Pub Date : 2021-08-08 Hitomi Kambara, Yu-Cheng Lin
This cross-cultural study investigated country and gender differences among American (U.S.A.) and Japanese students’ reading motivation. Fourth-grade students (94 from the United States and 102 from Japan) were administered a reading motivation questionnaire. Study results indicated American students had higher reading motivation than Japanese students on most dimensions, including Self-Efficacy, Challenges
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Global Literacies Research Diversity: A Manifesto for Change J. Lit. Res. (IF 2.551) Pub Date : 2021-08-08 Robert J. Tierney, Graham Hingangaroa Smith, Kan Wei
The essay explores the issue of globalization of literacy education research and offers a manifesto to ignite a commitment for a global eclectic for literacy education research. The manifesto’s tenets are drawn from an interrogation of the current dominance of a Western-centric orientation, and from the interviews with postcolonial critics, indigenous sages, global and southern scholars.
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Picturebooks as Critical Literacy: Experiences and Perspectives of Translingual Children From Refugee Backgrounds J. Lit. Res. (IF 2.551) Pub Date : 2021-08-07 Nermin Vehabovic
This multiple case study is part of a larger investigation of literacy practices in “Our Home,” an after-school program that provides learning support to children from refugee backgrounds. I asked, “What happens when translingual children from refugee backgrounds respond to multicultural, transnational, and translingual picturebooks?” Informed by critical literacy theories, I illuminate the experiences
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Editorial Introduction: Considering the Preponderance of “Multi-” in Literacy Education J. Lit. Res. (IF 2.551) Pub Date : 2021-05-27 Eurydice Bauer, Guofang Li, Aria Razfar
Across the articles in this volume and across literacy scholarship, it is not unusual to encounter the prefix “multi-.” We have multiliteracies, multimodalities, multiple perspectives, and multifaceted analyses. As editors—who routinely read piles of manuscript pages—we are continually being sensitized to patterns that define our field, and as a result inform our collective thinking. The preponderance