Titlebook: Intersections of Diversity, Literacy, and Learner Difficulties; Conversations betwee Theresa Abodeeb-Gentile,Dennis A. Conrad Book 2022 Spr

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Effective Planning and Revising Strategies for Meeting the Needs of Students with Learning Difficultstudents with language-based learning disabilities. I discuss a study in which the methodology is based on a quantitative experimental approach using a multiple-probe and a multiple-baseline across participants. The results showed that applied writing instruction contributed to a significant improve

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(Re)Framing Difficulty: ELLs and Literacy Instructionprepared to provide them with effective instruction. With the current educational emphasis on literacy development and standardized testing results, and the high number of ELLs identified as needing to receive reading intervention services, I highlight in this chapter?the gaps in, and challenges of,

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Listen to Their Voices: Early Childhood Professionals Reflect on Their Experiences Teaching Language equipped teachers are to meet the hiring demands of the early childhood workforce along with assessing their level of preparation to provide literacy and language instruction for young children, before and after the 2020 global Covid-19 pandemic. The following are two of the primary questions addre

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The Construction of Literacy Identity: Alice’s Storye construction of literacy identity for Alice, a fourth grader who became a guide into the classroom culture. Alice, along with several of her peers, routinely constructed literacy identities in opposition to or in alignment with the identities being constructed for them through discursive positioni

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An Ecological Examination of “Literacies”: A Mother’s Journeytood in the present in the context of human rights. While these changes have been fortified by international treaties and recorded by researchers across disciplines, the education system in some nations of the Global South have not kept pace. There are many explanations as to why so little progress

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Constructing Successful School Models for Inclusive Literacy: Supporting Student Success Through Strt, ultimately, from failing to achieving full success. In this three-year study, based on how the principal, instructional coaches, and a literacy consultant developed ongoing professional development that supported the literacy needs of more than 600 urban students, participant observations togethe