This study contributes to the science of teaching reading by illustrating how a ubiquitous classroom practice -- read alouds -- can be enhanced by fostering teacher language practices that support students' ability to read for understanding. This experimental study examines whether and to what extent providing "structured teacher read…

This study investigated the role of translanguaging pedagogy in reading comprehension of first-year students studying in an English medium classroom of a Bangladeshi private university. Data were collected through classroom observations, pedagogical intervention, focus group discussion with students and a semi-structured interview with the class…

Pedagogical translanguaging refers to the use of different planned strategies based on activating students' resources from their whole linguistic repertoire . The aim of this article is to examine the theoretical foundations of pedagogical translanguaging and its application in the classroom. The core characteristics of pedagogical translanguaging…

This study examined the relation between middle school Dual Language Learners' (DLLs'; N = 413; M age = 11.66 years old; 87.1% Latino; female = 234, male = 179) reading comprehension skills and their teachers' (N = 32; M age = 36.53 years; 81.3% Caucasian; female = 27, male = 5) questioning practices across the school year. This study also…

In the telling case presented here, the instructional practices an exemplary teacher used to scaffold fourth-grade emergent bilinguals' comprehension of a challenging informational science text are identified, analyzed, and discussed. Data sources included observation field notes, video and audio recording of 11 hours of instruction, the teacher's…

This qualitative research study examined the connections made by refugee and immigrant youth to a teacher proposed mirror text at an elementary ESL book group. Mirror texts, or books in which youth with marginalized identities can see themselves reflected, have been argued to promote text connections and reading comprehension for minoritized…

Concludes that there may be some need for teachers to alter their language of instruction so as to eliminate specialized terms that create confusion among beginning readers. (FL)

Examines the value of literature response groups by gathering information about the dialogue occurring within them. Studies the content of talk, the functions of language in use, and evidence of reading comprehension. Finds that literature response groups are a good resource for helping children communicate through talk in the classroom. (MS)