In this article, the author explores rhetorical contextual languaging (as it relates to writing) as critical translingual assemblages of material ecologies[left right arrow]affectual solidarities. Situated in the scholarship on critical translingual literacies, affect, and assemblage theory, two data-theory intervals are featured as exemplars.…

The study of Hebrew, a non-European language written in a non-alphabetic (abjadic) script offers valuable insights into the science of reading beyond the well-studied alphabetic scripts. Because reading development in Hebrew is shaped by the uniquely Semitic root-and-pattern morphology and the abjadic (predominantly consonantal) orthography, our…

Background: During the COVID-19 pandemic, the United States' Centers for Disease Control and Prevention (CDC) created guidance documents that were too complex to be read and understood by the majority of adults with intellectual and developmental disabilities who often read at or below a third-grade reading level. This study explored the extent to…

In this article, the relations between reading and writing skills are reviewed based on the theoretical framework, the Interactive Dynamic Literacy Model. Implications with a focus on primary grade students are illustrated and discussed.

Reading and writing are often taught separately. This article explores the crucial relations between these skills, emphasizing the importance of understanding the "what" and "why" to effectively plan the "how" of integrated reading-writing instruction. The Interactive Dynamic Literacy Model (Kim, "Reading-writing…

Research into "discourse synthesis" examines the ways in which writers make use of, and transform, multiple other texts in writing their own. It is intertextual research that has blurred boundaries of various kinds, not only the boundary between the processes of reading and writing but also boundaries across disciplines as well as…

The students' dominant language might influence how they use and process a rubric and its subsequent effect on task performance. However, our knowledge about these effects is limited. This study investigates how the dominant language of students is associated with their rubric reading patterns and their task performance in a written landscape…

Vocabulary knowledge greatly affects writing performance (Staehr in Lang Learn J 36:139-152, 2008; Johnson in Tesol J 7:700-715 2016), but little is known about the relative contribution of different dimensions of vocabulary knowledge to reading-to-write performance. The current study attempted to investigates the contribution of…

The Science of Teaching Reading (STR) has burgeoned nationally and changed the requirements for Texas Teacher Education Programs (TEPs), causing researchers to fear that the focus on foundational skills will limit attention given to writing, and the reading-writing relationship in particular. The present content analysis investigates literacy…

This article underscores the intimate connection between reading and writing as communication skills that share a common linguistic and orthographic foundation, and which combine in complex ways to support practical literacy tasks. Developing higher order literacy skills requires teachers to develop metacognitive skills and self-regulation, both…

The time investment that literacy curriculum design requires, if it is to be truly meaningful to students, is considerable. Crafting an organizing curricular model, identifying appropriate and relevant texts, and purposefully scaffolding instruction can take more time than teaching the class itself. And, given the current legislative policy reform…

The place of grammar within the teaching of writing has long been contested, and a vast body of research has found no correlation between grammar teaching and writing attainment. However, recent studies of contextualized grammar teaching have argued that if grammar input is intrinsically linked to the demands of the writing being taught, a…

This conceptual article examines the role of "speculation" in driving responses to generative AI platforms in literacy education and the implications for research, pedagogy, and practice. Our focus on "speculation" encompasses two meanings of the term -- each of which has inspired lively lines of inquiry in literacy studies and…

Although writing instruction can positively impact reading for students across grades and levels of literacy, the extent to which these findings generalize to young students with literacy difficulties is unclear due to the dynamic nature of reading-writing relations. The purpose of this meta-analysis was to examine the effects of writing…

Researchers have argued that writing skills have significant implications for developing reading skills. A growing body of research has provided evidence that writing skills, in particular invented spelling, provide unique predictive information regarding future reading skills. This study examined which preschool early writing skills (i.e., name…