This article explores how the Jewish tradition of l'dor va-dor (from generation to generation) is reflected in the readers/writers workshop model, highlighting the role of mentorship and introducing the 6M framework to support student-centered reading and writing instruction.

As evidenced by national data, a large proportion of students in middle school, content area classrooms in the United States (U.S.) may be considered developing readers. Evidence-based literacy practices and explicit instructional practices can support these students' literacy development. Yet, research suggests that teachers often miss…

A qualitative case study explored teachers' perceptions and beliefs about a mandated literacy instruction program at a mid-western rural middle school. This study used the implementation of a mandated reading and writing program as a basis for learning how programs can be sustainable and provide teachers with self-efficacy. This study used…

In using wordless picture books, teachers enhance the reading experience while fostering, nurturing, and broadening students' reading and writing skills. Wordless picture books are accessible to "all" students. They encourage and require readers to slow down as they inhabit and comprehend the story told through art, symbolism, and…

Many adolescent readers experience difficulties comprehending informational text, which may result from underlying difficulties with foundational skills (e.g., word recognition and fluency), knowledge demands (e.g., background, text structure, and vocabulary), and/or reading motivation. Supplemental interventions for adolescents targeting only…

Exploring the realm of literacy involves understanding how graphic novels shape students' reading and writing journeys. Through scholarly research, the authors delve into the significant impact of graphic novels on education while highlighting their appeal to students through visual features and engaging storytelling. Included is a discussion of…

The aim of this research is to create an inclusive reading and writing learning environment in a class of 8 people, including students with different learning levels, and even learning difficulties. While associating the inclusive approach with the reading and writing process, the researchers prepared an action plan consisting of popular culture…

While the Common Core State Standards initiated the instructional shift that promoted technology to achieve a student-centered, process-oriented blended reading and writing classroom, the COVID-19 pandemic demanded innovative technology applications in K-12 public schools. This qualitative, phenomenological action research study explored the…

Pared down standards, according to ASCD author Mike Schmoker, are the cure to the Common Core. In this provocative article, Schmoker describes how the Common Core literacy standards have largely been a "disaster"--their tangled implementation "an impossible profusion of grade-by-grade minutiae." To "right the ship of…

In this study, language arts teachers in one middle school participated in ongoing professional development. As part of this professional development, participants engaged in face-to-face professional development sessions, observations/classroom walk-throughs and reflections. Researchers examined the participants' pre- and post- professional…

This study provides an in depth look at how middle school English language learners (ELLs) negotiate their identity as readers and writers as they engage in an identity-oriented unit of instruction. Drawing on theories of identity, identity negotiation, and transformative pedagogy, this study contributes to the field by exploring how a teacher can…

This was a qualitative case study that focused on the discrepancy of literacy development at the middle school level of average students. The longitudinal case study expanded the course of one and a half academic years; beginning in August 2019 and concluding in January 2021. The study focused on two male participants who exhibited incongruent…

This dissertation comprises a set of three connected articles framed by a narrative inquiry methodology, which explores the literacy practices of a teacher and her students in an English Language Arts middle school classroom at a midwestern urban public school. Part one investigates teacher practices and discourses that led to creating an…

This study investigated how a literacy buddy approach may influence the English learning and creative writing of adolescent learners in a rural Taiwanese school. A group of seventh-grade and eighth-grade students took part in a winter camp, wherein they read and wrote picture books collaboratively. Based on the students' feedback, this approach…

With 50% new material reflecting current research and pedagogical perspectives, this indispensable course text and teacher resource is now in a thoroughly revised third edition. Leading educators provide a comprehensive picture of reading, writing, and oral language instruction in grades 5-12. Chapters present effective practices for motivating…