Reading Teacher

Article	Citations
Literacy in Lockdown: Learning and Teaching During COVID‐19 School Closures	30
Building Culturally and Linguistically Sustaining Spaces for Emergent Bilinguals: Using Read‐Alouds to Promote Translanguaging	26
The Science of Reading Comprehension Instruction	25
Foggy Mirrors, Tiny Windows, and Heavy Doors: Beyond Diverse Books toward Meaningful Literacy Instruction	12
Beyond Apps: Digital Literacies in a Platform Society	11
Supporting the Right to Read: Principles for Selecting Children’s Books	10
Confronting Bias With Children’s Literature: A Preservice Teacher’s Journey to Developing a Critical Lens for Reading the Word and the World	10
Starting From Scratch (Jr.): Integrating Code Literacy in the Primary Grades	9
Constructing Meaning Online: Teaching Critical Reading in a Post‐Truth Era	8
Access to Multicultural Children’s Literature During COVID‐19	8
Digital Citizenship, Media Literacy, and the ACTS Framework	8
Toward Early Literacy as a Site of Belonging	8
Multimodal Literacies: Fertile Ground for Equity, Inclusion, and Connection	8
Making the Move Online: Interactive Read‐Alouds for the Virtual Classroom	8
Measuring Reading Motivation: A Cautionary Tale	7
Asking Questions Is Just the First Step: Using Upward and Downward Scaffolds	7
A Transraciolinguistic Approach for Literacy Classrooms	7
Sharing Power in Read‐Alouds with Emergent Bilingual Students	7
A Historically Responsive Literacy Model for Reading and Mathematics	7
Enacting Quality Talk Discussions About Text: From Knowing the Model to Navigating the Dynamics of Dialogic Classroom Culture	7
Digitally Supported Disciplinary Literacy in Elementary Instruction	7
Essential Practices for Engaging Young Children as Writers: Lessons from Expert Early Writing Teachers	6
What Teachers Need to Know and Do to Teach Letter–Sounds, Phonemic Awareness, Word Reading, and Phonics	6
Delivering on the Promise of the Science of Reading for All Children	6
The Future of the Science of Reading	6

Serious Play for Serious Times	6
Lessons from a Decade of Research on Multifaceted Vocabulary Instruction	6
Bringing Bilingualism to the Center of Guided Reading Instruction	6
Going Nuts for Words: Recommendations for Teaching Young Students Academic Vocabulary	5
There’s No One Way to Be Bilingual: Knowing Students’ Language Practices	5
Emergent Bilinguals’ Use of Word Prediction Software Amid Digital Composing	5
Translanguaging Together: Building Bilingual Identities con Nuevos Amigos	5
Zooming Into Summer: Key Takeaways From a Virtual Summer Reading Intervention	5
Incorporating Multimodal Literacies Into Classroom‐Based Reading Assessment	5
Reimagining Discourse in the Classroom	5
Exploring Multicultural Picturebooks With Social–Emotional Themes	5
Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading	5
Fostering Hope with Children's Literature	5
A Distance Learning Instructional Framework for Early Literacy	5
An Asset‐based Practice for Teaching Bilingual Readers	5
Countering Dominant Discourses and Reaffirming Cultural Identities of Learners From Refugee Backgrounds	5
Disciplinary Literacies in K–2 Classrooms: A Curriculum Exploration	4
Project Recuerdo: Honoring Latinx Families’ Knowledge Within the School	4
Activating Joy Through Culturally and Historically Responsive Read‐Alouds	4
The Science of Reading: Making Sense of Research	4
Examination of Teacher Practices on Student Motivation for Reading	4
Decolonizing Beginning Literacy Instruction: Views From Ugandan Teachers	4
Beyond Multimodality to Multiplicity: Developing More Equitable and Relevant Literacy Learning Spaces for Young Children	4
Making Space for Multilingualism: Using Translanguaging Pedagogies to Disrupt Monolingual Language Ideologies within a Culturally Responsive Kindergarten Curriculum	4
Supporting Young Students’ Word Study During the COVID‐19 Quarantine: ABC Scavenger Hunt	4
Dual‐Language Books as a Red Herring: Exposing Language Use and Ideologies	4
When Students Perform at the Below Basic Level on the NAEP: What Does It Mean and What Can Educators Do?	4
The Art of Asking Questions: Unlocking the Power of a Coach’s Language	4
Creating a Classroom Vision for Teaching Writing	4
Interactive Read‐Alouds as Translanguaging Spaces	4
Elementary Literacy Coaching in 2021: What We Know and What We Wonder	4
Analyzing Representations of Individuals with Disabilities in Picture Books	4
The Development of Sight Vocabulary	3
Building Inclusivity and Empathy Through Writers' Workshop	3
Prioritizing Purposeful and Playful Language Learning in Pre‐K	3
“Teacher, Teacher, can’t Catch Me!”: Teaching Vocabulary and Grammar using Nursery Rhymes to Children for Whom English is an Additional Language	3
Teaching (Bi)Multilingual Learners: Connecting Languages	3
Making Agency Visible Through Picture Books	3
Assessment Selection for Multilingual Learners’ Reading Development	3
Scaffolding Literacy Learning Through Talk: Stance as a Pedagogical Tool	3
Lessons From Pandemic Teaching for Content Area Learning	3
A Collaborative and Supplemental Model to Enhance Early Language and Reading Skills	3
Comprehending Character: Unlocking the Potential of Perspective‐taking	3
Targeted Reading Instruction: Four Guiding Principles	3
(Re)Animating Children's Aesthetic Experiences With/Through Literature: Critically Curating Picturebooks as Sociopolitical Art	3
Picture Books and Young Learners’ Reading Identities	3
Learning Words That Matter: Selecting Vocabulary Words for Young Children	3
Moving Beyond Decoding: Teaching Pronoun Resolution to Develop Reading Comprehension	3
Bilingual Families’ Perspectives on Literacy Resources and Supports at Home	3
Co‐Creating Multilingual Books with Children to Foster Their Literacies	3

“We Are Stories”: Centering Picturebooks in the Reading Support Class	3
Metatalk Moves: Examining Tools for Collective Academic Discourse Learning	3
Teachers’ Questions about Coaching: Pathways to Productive Collaborations	3
Key Knowledge to Support Phonological Awareness and Phonics Instruction	3
Centering Culture Through Writing and the Arts: Lessons Learned in New Zealand	3
Lessons Learned? Reading Wars, Reading First, and a Way Forward	3
Building on Linguistic Strengths: Tenets of a Culturally Sustaining Teacher	3
Translanguaging as Norm: Rejecting Narrow and Restrictive Notions of Reading	3
Toward Reciprocity and Agency in Students’ Digital Reading	3
Seeking Middle Ground: Analyzing Running Records From the Top and Bottom	3
Surprise, Surprise! Exploring Dust Jackets, Case Covers, and Endpapers in Picture Books to Support Comprehension	3
(Info)Graphically Inclined: A framework of infographic learning	3
More than “Good Job!”: The Critical Role of Teacher Feedback in Classroom Discourse and Language Development	2
“I Don’t Even Know Why This is a Monument”: Exploring Multimodal Making in Early Childhood	2
Building Critical Reading and Critical Literacy With Picturebook Analysis	2
The Importance of Dyadic Classroom Conversations for Dual Language Learners	2
Supporting Scientific Discussions: Moving Kindergartners’ Conversations Forward	2
Maximizing Small‐Group Reading Instruction	2
Key Question for Literacy Co‐Teachers: What Possibilities Do We Have Together?	2
Rights and Responsibilities With Tech: Students’ Take on Classroom Policies	2
Facilitative Talk: Shaping a Culture of Professional Learning Over Time	2
Reading Without Words: Cultivating Bi/Multilingual Family Engagement	2
Literary Analysis and Writing: An Integrated Instructional Routine	2
Building a Bridge: Writing and Reading Connections in Early Childhood	2
Refining Literacy Pedagogy through Practitioner Inquiry Partnerships	2
Stages, Phases, Repertoires, and Waves: Learning to Spell and Read Words	2
“This Is Crazy…She’s Real”: How Fourth‐Grade Readers Establish Source Authority	2
Literacy Activities that Highlight Emergent and Beginning Literacy Development	2
Bias Starts Early. Let's Start Now: Developing an Anti‐Racist, Anti‐Bias Book Collection for Infants and Toddlers	2
Teachers’ Choices: Are they the Right Books for Science Instruction?	2
Taking the Leap: Supporting Multilingual Writers Through Translanguaging	2
Partnering with Families to Use Screen Time for Supporting Early Language and Literacy	2
“What’s the Main Idea?”: Using Text Structure to Build Comprehension	2
Teaching Students to Translate Poetry	2
Promoting Language and Literacy Skills through Music in Early Childhood Classrooms	2
Supporting Newcomer English Learners During Remote Learning	2
Literacy Leadership From the Classroom: Learning From Teacher Leaders	2
Using Turn and Talk to Develop Language: Observations in Early Classrooms	2
Developing Adaptive Expertise at Facilitating Dialogic Text Discussions	2
The Skill, Will, and Thrill of Comprehending Content Area Texts	2
Developing Language Through Science	2
The End Is Only the Beginning: Exploring Endpapers in Picturebook Biographies	2
Creating Multilingual Classroom Worlds Through Children’s Literature	2
Learning Quantitative Literacy: A Sixth‐Grade Disciplinary Literacy Unit	2
Supporting Multilingual Black Children: Building on Black Language Genius	2
Normalizing Black Students/Youth and their Families' Digital and STEAM Literacies	2
What’s Happening to Shared Picture Book Reading in an Era of Phonics First?	2
The “P” Word Revisited: 8 Principles for Tackling Today’s Questions and Misconceptions about Phonics Instruction	2
Through Lines: Exploring Past/Present Connections in Middle Grade Novels	2
The Alphabetic Principle and Concept of Word in Text: Two Priorities for Learners in the Emergent Stage of Literacy Development	2
Using Texts as Mirrors: The Power of Readers Seeing Themselves	2
Responding to Informational Texts Across the Efferent–Aesthetic Continuum in Preschool	2
Exploring Visual Narratives of the Refugee Experience With Students	1
“In the Room Where It Happens:” Advocacy 101 for Literacy Leaders	1
Methods for Selecting Paired Picturebooks for Critical Conversations	1
We Ask Students What they Understand, Not How they Understand: Making Reasoning Comprehension Processes Visible and Explicit	1
Language is Identity: Telling and Reading the Right Kinds of Stories	1
Responsive Teaching in the Writer’s Workshop	1
Making Space for Young Children's Embodied Cultural Literacies and Heritage Languages with Dual Language Books	1
Constructing (ad)ventures in Collaborative Composing: Examining a Case of (un)sanctioned Play in the Elementary Literacies Classroom	1
Using Science Texts to Foster Informational Reading Comprehension	1
Bringing Neighborhood Dads Into Classrooms: Supporting Literacy Engagement	1
Big Waves on the Rocky Shore: A Discussion of Reading Policy, Infrastructure, and Implementation in the Era of Science of Reading	1
“Theme Doesn’t Just Jump Out”: Teaching for Theme Comprehension	1
Reading, Research and Relationships in a Third‐Grade Virtual Book Club	1
Understanding Literacies in Latinx Families: Teachers Using Home Visits to Reimagine Classroom Practices	1
Where Does Information Come From?: Visibility in Author’s Notes for Emergent Information Literacy	1
A Critical Inquiry Approach to Mentor Texts: Learn It With EASE	1
A Translanguaging Read‐Aloud	1
Digitizing Dual‐Language Book Pedagogies in Uncertain Times	1
Empowering Reading with Home Language Texts	1
A Pandemic Partnership: Preservice Teachers and Fourth Graders Engage in Virtual Book Clubs	1
Fostering Civic Reasoning Through Disciplinary Literacy	1
Academic Vocabulary Networks Matter for Students’ Disciplinary Learning	1
Touch‐Talk‐Text: Science Practices and Language for Reading Comprehension	1
Teaching Phonemic and Phonological Awareness to Children Who Speak African American English	1
Conducting a Diversity Audit: Who is Represented in Your Classroom Library?	1
“Can We See ur Dog[?]”: Co‐Constructing Virtual Author Visits in the Chat	1
“I Don't Like Peas!”: Using Picturebooks to Think Differently & Critically about Curriculum, Teaching, Learning, and Technology	1
Talking Drawings: A Multimodal Pathway for Demonstrating Learning	1

For a Better World for All: Teaching the Sustainable Development Goals Through Trade Books	1
Reading Engagement Matters! A New Scale to Measure and Support Children's Engagement with Books	1
First and Second Conversations: Remote Learning and Interpretive Boundaries	1
Widening Teachers' Reading Repertoires: Moving beyond a Popular Childhood Canon	1
Reading Comprehension Instruction for Students With Autism Spectrum Disorder	1
Take Pause in Quiet Moments: Engaging in Reflection to Guide Instruction	1
Talking About Books: Scaffolding Deep Discussions	1
Classroom‐based Oral Storytelling: Reading, Writing, and Social Benefits	1
Writing Play‐Books With Linguistically Diverse Young Learners	1
Centering Language and Student Voice in Multilingual Literacy Instruction	1
A Response to: Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading	1
The Roles of Parents in Community Korean–English Bilingual Family Literacy	1
Cherishing Immigrant Parents' Aspiration to Support Multilingual Children's Literacy Development Across Languages	1
Migrant and Refugee Background Students Learning Through Play	1
The Rising Star Scaffolding Guide: Supporting Young Children's Early Spelling Skills	1
Becoming Brave Spellers	1
Supporting the Writing Development of Emergent Bilingual Children: Universal and Language‐Specific Approaches	1
Centering Language and Communicative Purpose in Writing Instruction for Bi/Multilingual Learners	1
Relations Between Literacy Research and Practice in New Zealand	1
Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things Every Teacher Should Know and Can Do	1
Making Personal Connections to Words to Increase Early Childhood Vocabulary Learning	1
Evaluating the Narrative Authenticity of Informational Nonfiction for Children	1
Uses and Misuses of Commercial Reading Assessment: An Applied Framework for Decision Making in Grades K through 6	1
Fact from Fiction: The Learning Benefits of Listening to Historical Fiction	1
Beyond Labels and Agendas: Research Teachers need to Know about Phonics and Phonological Awareness	1
A “Good Game” of Readers Responding	1
Participants, Purpose, Place: Planning for Content‐Area Talk	1
Rethinking “Equity Sticks”: Engaging Emergent Bilinguals in Discussing Texts	1
Literacy Development at Camp: Leveraging Language Models	1
Lessons Learned from a Review of Diverse Literature in The Reading Teacher (2015–2020)	1
Writing to Learn in Science: Accommodations to Support English‐Language Learners’ Writing Skills and Science Content Learning in Grade 5	1
Promoting Meaning‐Focused Skills: Creating a Foundation for Comprehension in Early Childhood Classrooms	1
Culturally Sustaining and Translingual Approaches to Teaching Bi/Multilingual Writers	0
Incorporating Decodable Books into an Early Grades Literacy Curriculum: Tensions and New Learnings from One Teacher	0
“Hice Zoom Con Mi Abuelita”: What We Can Learn from First and Second Graders' Pandemic Narratives	0
Thank You to Reviewers	0
Three Strategies for Supporting Elementary Writers through the Practice of Sharing	0
In This Issue 77:1	0
Fostering Multilingual Children’s Language Development through iPad Apps	0
Rejecting Transactional Family–School Partnerships and Enacting More Liberatory Family Literacy Work	0
Singing in Preschool Promotes Literacy Development	0
Noticing	0
Supporting Students' Knowledge Activation before, during, and after Reading	0
Sing and Play Your Way to Reading: Building Emergent Literacy Skills in Infants and Toddlers Through Music	0
Beyond Representation: Using Nonfiction Children's Literature to Address Ableism	0
Issue Information	0
Comprehension for Emergent Readers: Revisiting the Reading Rope	0
Count Me In: Exploring Equity, Diversity, and Inclusion through Mathematics and Children's Literature	0
A Roadmap for Working with Children Who Are Immigrants or Refugees	0
How Do We Do It? Planning for a Truly Inclusive Classroom	0
Who Is Doing Science? Using Science Texts to Open Spaces that Expand the Voices and Perspectives in Elementary Classrooms	0
“No More Strategy of the Week”: Considerations for Connecting Comprehension Instruction Back to the Book	0
Using Strive‐for‐Five Conversations to Strengthen Language Comprehension in Preschool through Grade One	0
In This Issue 76:6	0
Progress in Instruction	0
Elevating Poetry Writing with Southeast Asian Refugee Children's Picture Books	0
In This Issue	0
A Fundamentally Wrong Premise and a Disservice to the Profession: Responding to “… What we Truly Know about the Teaching of Reading”	0
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Building on ELA Vocabulary Instruction to Develop Language Resources	0
Engaging with Family Literacy Scholarship: Bearing Witness to Scholars and Families of Color	0
Multilingual Learning Inside/Outside the Classroom: Insights from Intra‐Active Events	0
Building Bridges: Curating Text Sets to Connect to Learners’ Lives	0
A Response to our Critics: Agreements, Clarifications, and Children	0
Rethinking Text Features in the Digital Age: Teaching Elementary Students to Navigate Digital Stories, Websites, and Videos	0
Students as Partners: Using an Equity‐Oriented Critical Assessment Practices (CAPS) Approach in Reading to Empower Students and Inform Instruction	0
What Does Culturally Informed Literacy Instruction Look Like?	0
Correction to Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things every Teacher Should Know and Can Do	0
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“Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts	0
Using Literature to Facilitate Restorative Conversations that Foster Conflict Resolution	0
Interrogating Young Children's Itineraries for Writing: Promoting Disciplinary Literacy through Personal Digital Inquiry	0
Multicomponent Reading Intervention: A Practitioner's Guide	0
Playing with Words: Using Playful Learning Experiences in the Early Childhood Classroom to Build Vocabulary	0
Teaching in the Cracks: Using the Three Lenses Framework to Promote Comprehension and Critical Engagement with Global Texts	0
Four‐N‐Framework for Responding to Readers	0
Overcoming Racial Injustice: A Call to Action	0
Writing and Reading Connections: A before, during, and after Experience for Critical Thinkers	0
A Transnational, Translingual Lens on Curriculum: Supporting Children who are Immigrants and Refugees	0
An Ode to a State Park: Creating Poetry During a Summer Writing Camp	0
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In This Issue 75:3	0
Designing Culturally Responsive Literacy Centers to Include and Go Beyond Skills	0
An Engagement‐Focused Framework for Evaluating Storybooks for Young Children's Science Vocabulary Learning	0
In This Issue 76:2	0
From Teacher to Literacy Coach: Negotiating Roles and Learning on the Job	0
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A Healthy Diet for Beginning Readers: Decodable Texts as Part of a Comprehensive Literacy Program	0
Operationalizing the Access–Voice–Choice Framework for Equitably and Justly Teaching the Language for School Literacy	0
History and Education of the Sacred: Black Girls and Curricular Violence in Literacy Learning	0
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Poetry in a Time of Pandemic	0
Teaching with Cuentos Combativos: Reading for Decolonial Futures	0
iSTART‐Early and Now I Can Read: Effective Reading Strategies for Young Readers	0
Bringing Order to the Literacy Development of Black Boys in the Elementary Grades	0