The expectation that students with specific learning disabilities attain proficiency levels commensurate with their nondisabled peers is well-established in academic standards. This requires knowledge and regulation of cognition. Thus, it is critical that their teachers deliberately use metacognition in reading instruction. The problem addressed…

The observed trend of the United States assessment data displays a grave difference in performance between minoritized student subgroups and the White student subgroup. Low teacher diversity is an additional concern plaguing diverse school districts across the country. Researchers argue that to improve the academic achievement of students of…

In this commentary, drawing from reviews of research on literacy teacher preparation, the authors discuss points of leverage in preparation of literacy educators for deans and associate deans. Categories that leaders might attend to include: mediated field experiences, faculty development, and external reputation.

Professional learning provides the opportunity to improve teacher practice and student outcomes; however, challenges exist in ensuring that teachers can access quality professional learning. Teachers in regional and remote schools may have even more limited access to the expertise required to support changes in practice than their peers in…

The Global Society of Online Literacy Educators (GSOLE) Basic Online Literacy Instruction (OLI) Certification is open to GSOLE members and is designed to help online literacy instructors, tutors, and writing program administrators learn foundational principles, theories, and practices of teaching and tutoring writing online and apply those to the…

This study examines how a large metropolitan district presented the Common Core State Standards (CCSS) to its teachers, how secondary literacy teachers took up those messages, and the conceptions of equity that were represented at the district and teacher levels. This study draws on sensemaking theory and conceptions of equity in conjunction with…

Today's reading specialists are faced with students who not only present reading problems but, the likelihood of behavior problems. Thus, reading specialists must be prepared to implement behavior management strategies that de-escalate these problems. Reading specialists' training programs are budding with the potential for innovative practices…

Literacy teacher educators must actively engage as literacy leaders who are advocates for literacy, continuous professional learners, and responsive leaders. However, the literature base for literacy leadership is narrow and does not specifically address literacy teacher educators. To address this research gap, the current study explored current…

The study reported on here was designed to investigate the challenges faced by teachers when teaching reading in Grade 4 English First Additional Language (EFAL) in East London, South Africa. This research study was framed by the socio-constructivist theory of reading. A case study design that corresponds with the constructivist paradigm was used…

As teacher education programs shift to more practice-based methods in the preparation of literacy teachers, the ways in which teacher educators support the learning of their preservice teachers (PSTs) becomes paramount. In an effort to support PSTs in developing competency in instructional literacy routines, coaching has been found to support…

Elementary school teachers are expected to teach reading 'inclusively' to children with diverse learning needs. Yet, teachers face challenges in enacting inclusive practices that socially support children while academically engaging and challenging them. The purpose of this study was to examine the opportunities for engagement with reading…

With the poverty cycle continuing and many communities facing an increased number of lower socioeconomic status (SES) families, it is essential to understand the perception teachers have regarding students living in poverty and how teachers' life experiences may differ from those of students who come from lower SES families. Many constructs,…

Learning how to read is not something that comes naturally. Many children need instruction from their teachers that follows the research on the most effective and efficient methods of teaching reading (often referred to as the "science of reading"). The path to literacy is supported by many actors, but states have a role in these four…

Districts nationwide have increased the frequency of teacher evaluations. Yet, we know little about the role of evaluator feedback for teacher improvement. Using unique classroom observation-level data, we use evaluator ratings and teacher self-assessments of teacher performance to rigorously examine (positive and negative) feedback valence from…

As information is becoming easier to access and harder to evaluate, literacy teachers face new challenges in helping students become astute independent readers. Building on the ideas of Lewis Mumford, the authors argue for embracing the role of the generalist--or "expert information seeker" who is able to identify and evaluate different…