In spite of many recent defenses of the humanities, we are still lacking anything like an articulation of a 'logic of the humanities' comparable to what has been produced for the social sciences in various forms and at various points over the past 100 years. To articulate such a logic requires us to link practices and values -- the practices being…

In surveys and semi-structured interviews, Graduate Teaching Assistants (GTAs) discussed the role of reading in their first-year composition (FYC) courses infused with 'writing about writing' and 'teaching for transfer' perspectives. Three transformative reading lenses played a pivotal role in instructors' pedagogies -- deconstructing genres,…

This dissertation focuses on a study of reading-into-writing strategies employed by students in two sections of first-year-composition (FYC) that were paired with a support course as part of an accelerated learning program (ALP) at a community college. Each FYC course was comprised of 11 students whom the college had deemed college-ready without…

The authors describe a process for building teachers' capacity to identify, develop, and engage in discipline-specific literacy instruction that supports both content and literacy aims. This process uses three questions to frame inquiry and guide discussions. Addressing these three questions can empower content-area teachers to incorporate…

Recent considerations of threshold concepts in the rhetoric and writing studies discipline fail to consider the role that reading plays in the learning of student writers. This article reports results from a three-part, two-year, empirical study of seventy-five learners enrolled across four sections of a writing-intensive course. The course…

The purpose of this theoretical essay is to encourage critical reflection of the relationship of specific reading events to traditional conceptualizations of reader stance. While conventional models of reader stance are useful for considering many aspects of reading, there are reading events that engender stances that appear to lie outside of the…

An idea to bring ethnically diverse authors to Southeast Idaho to promote reading and cultural understandings was conceived 24 years ago. The Visiting Author Series resulted from a committee's dream and resulted in new understandings of the literacy process as well as bringing the world to this region.

This resource is a compilation of three documents that support the teaching of spelling in today's schools: a discussion of "Why Spelling Instruction Matters", a checklist for evaluating a spelling program, and tables of Common Core State Standards that are linked to spelling instruction. "Why Spelling Instruction Matters"…

Literacy is a complex set of skills that comprise the interrelated processes of reading and writing required within varied socio-cultural contexts. Underdeveloped literacy skills have profound consequences for students, families, and society. These effects are academic, social, emotional, and economic in nature. Students with learning disabilities…

This practical, teacher-friendly book provides indispensable guidance for implementing research-based reading instruction that is responsive to students' diverse cultural and linguistic backgrounds. Structured around the "big five" core topics of an effective reading program--phonemic awareness, phonics, fluency, vocabulary, and comprehension--the…

Examines the principles of the writing process and applies them to reading. Discusses the parallels between these components of reading and writing: invention, choice, discussion, revision, and publication. (HTH)

Shares how students in second through sixth grade learn the "language of challenge" as they learn to read and write in their classrooms. Describes how the teachers and students challenge each other to grow as readers and writers and how they support each other in this process. (MG)

An elementary school reading teacher describes how she restructured her teaching methods by encouraging children to read and write as part of an integrated process, rather than teaching reading alone as a set of fragmented steps. (GC)

Describes some of the ways in which students can be organized for reading and writing instruction. Suggests that educators must first identify the key components of literacy, then clarify a view of instruction and learning. Argues that recent literacy research has analyzed processes and texts but has overlooked the larger literacy contexts. (SG)

Argues that conversations about books should be everyday occurrences in classrooms. Suggests that busy reading teachers try retellings. Includes a sample lesson. (RS)