American education has focused on reading and literacy skills for decades, but the ongoing reading wars have had little effect on student performance. Authors Rick Ginsberg and Yong Zhao suggest that the growth of artificial intelligence makes this hyperfocus on reading especially misguided because it's becoming increasingly easy to access…

More than 93 million Americans read at or below the Basic level, leaving them unprepared for job training or workforce success. Existing workforce development programs typically screen out low level readers or fail to meet their needs. Dual pathway teaching combining basic literacy skill development with job-related content shows promise as an…

Teachers, paraprofessionals, and parents recognize the importance of providing deaf and hard of hearing children with full access to the languages around them. Without full access, reading and academic achievement remain far below intellectual capabilities. This article describes the Continuum of Reading Activities, which provides strategies that…

In this essay, we reinterpret critical literacy through our engagement with structured word inquiry (SWI). By reflecting upon our experiences within a literacy practicum for educators earning their reading specialist certification, we demonstrate how SWI can provide students and educators with opportunities to transcend the limitations of a scope…

With the overwhelming "Anglocentric" or "alphabetocentric" science of reading, the current review aimed to add to the science of reading acquisition from the perspective of abugidic writing system, distinct from the well-research alphabetic writing system in multiple dimensions of orthographic complexity, as proposed by Daniels…

School libraries are vital to any comprehensive approach to literacy instruction. School librarians directly support learners' reading success by enabling both access and motivation to read a range of texts and other informational materials. Moreover, school librarians collaborate with classroom teachers to provide resources and programming that…

Reading and writing involve print-related and meaning-making processes, which draw on numerous skills and knowledge. The contributing skills and knowledge, and reading and writing have: a) hierarchical relations where lower order skills support higher order skills in a systematic and cascaded way; b) interactive relations where reading and writing…

Successful reading comprehension relies on a complex set of skills and processes to derive meaning from text. These skills and processes have been articulated in extant accounts of reading comprehension in the context of both single and multiple texts. However, the increasingly complex digital ecosystem brought about by the Internet imposes…

Purpose: Reading and writing are foundational skills that provide access to educational, vocational, and social experiences. However, while the gap widens between the literacy skills of individuals with intellectual disability (ID) and those with typical development as they grow into adolescence, little is known about meeting the comprehensive…

This article describes methods for operationalizing the concept of interdisciplinarity. The methods respond to the characteristics of giftedness and strategies of differentiation. In selecting and using an interdisciplinary strategy, educators need to consider the compatibility of the purpose or objective of interdisciplinarity to the curriculum…

Reading comprehension--understanding, interpreting, and evaluating written texts--is a highly complex construct that involves ''the process of simultaneously constructing and extracting meaning through interaction and engagement with print'' (Snow, 2002, p. 413) and requires "the most intricate workings of the human mind" (Huey, 1968, p.…

Adult learners with low literacy skills compose a highly heterogeneous population in terms of demographic variables, educational backgrounds, knowledge and skills in reading, self-efficacy, motivation etc. They also face various difficulties in consistently attending offline literacy programs, such as unstable worktime, transportation…

Barriers to literacy complicate collaboration between English as a Second Language (ESL) teachers, content teachers, and teachers of students who are visually impaired (i.e., those who are blind or have low vision). Each teacher brings knowledge of practice in their field to the table, but where the overlap occurs for students with visual…

In this invited Viewpoint, Sharon Walpole tracks her thinking about feasible, effective, small-group differentiated instruction. She acknowledges political pressures and the focus on science of reading. She describes the attractiveness and feasibility of guided reading. She then identifies some salient criticisms of the assessments, texts, and…

The conventional wisdom among educators and literacy gurus is that reading comprehension depends on the acquisition of isolatable, teachable, and generalizable skills. Consequently, many elementary and middle school English classrooms follow the "reading workshop" model, an approach to literacy instruction, with several variations that…