Neo-Aristotelian forms of character education often draw on literary sources as materials, although rarely poetry. This article offers retrospective reflections on a poetry-based character-education intervention, conducted in an Icelandic secondary-school setting. Having run into practical difficulties during the implementation phase, the…

Learning to read is of primary focus in the early grades. Reading can be a challenge for many students, especially those with disabilities. With rising class sizes, and more students with disabilities included in the general education setting, the need for more individualized support in literacy instruction is vital. Innovative approaches are…

Interactive read-alouds are versatile in that teachers can teach an array of literacy skills through this instructional strategy. However, our observations of six primary grade teachers and prior research revealed that teachers' implementation of interactive read-alouds varies. Without the necessary planning and preparation for interactive…

Early childhood educators play a crucial role in language and literacy development and in promoting academic readiness. Shared book reading presented in early childhood classrooms can positively impact a child's language and literacy growth. The purpose of this pilot study was to examine the effectiveness of a shared book reading program…

Evidence-based core instruction partnered with evidence-based supplemental interventions are vital for students' literacy learning, particularly for students who need additional support (Petscher et al., 2020). Identifying instructional materials that reflect the translation of effective practices is challenging, (Solari et al., 2020) and made…

Despite the need for Response to Intervention (RTI) in secondary grades, research is scant with most studies exploring state-level policy guidance and RTI implementation surveys in classrooms. Additionally, state and federal policy has generally been vague regarding specific information for RTI implementation in literacy. Our national survey…

This article reports on a case study investigating the micro-politics of policy enactment in a school in England. The case is sited in the literacy policy of a primary school in challenging circumstances as it joins a Multi-Academy Trust (MAT). Data gathering consisted of interviews with the school headteacher, assistant headteacher, and literacy…

This study starts with two questions: why is the literacy of 15-year-old Indonesian students low, and how does this compare with other countries? This study aimed to examine the literacy policies in Singapore, Malaysia, and Indonesia and discuss the strategic policies to improve literacy in each country. The qualitative comparative research method…

The adoption and sustainability of evidence-based Tier 1 literacy practices in secondary content-area classes is important to improve reading success for students with learning disabilities. We conducted an exploratory multiple-case study investigating teachers' adoption and sustained use of evidence-based Tier 1 literacy practices that benefit…

In this article, the author explores the Fountas & Pinnell Levelled Literacy Intervention efficacy as a tool to enhance both supplemental and whole-classroom instruction to support literacy gains for students. Exploring the efficacy of Levelled Literacy Intervention will also act as a vehicle to explore how school divisions can more…

This article presents a quasi-experimental study evaluating Morocco's Agency for Adult Education "Literacy for Empowerment" program, using propensity score matching to compare data from participants and nonparticipants. Framed within a theory supporting an all-inclusive concept of literacy, the study was guided by two main questions, and…

Good teachers are a major predictor of students' success in school and beyond it. Finding ways to increase the quality of teaching has been a concern for educational systems across various income contexts and, particularly, in the Global South. This paper discusses the iterative design of an online teacher professional development program geared…

Future Forward is an early elementary literacy program which, through a family-school-community partnership approach, integrates one-on-one tutoring and family engagement to support literacy development at school and at home. In the 2020-21 school year, as part of an Education Innovation and Research (EIR) Mid-Phase grant, the impact of a modified…

The low level of literacy of the Indonesian students has become a major nation-wide concern in Indonesia. The 2015 PISA (Program for International Student Assessment) result showed that Indonesian students' literacy level in English was one of the lowest in the world. Gerakan Literasi Nasional (GLN) was established in 2016 as one of the possible…

The Texas A&M University System recently developed six quality standards for educator preparation programs, the Texas A&M Quality Standards for Educator Preparation, that are to be implemented and met by all system schools. These standards are: quality of selection of teacher candidates; quality of content knowledge and teaching methods;…