Reductive policies for teaching and defining reading largely ignore the assemblage of multiple factors and forces that impact one's engagement with text. In this paper, we attend to the complex layers of reader response among emergent multilingual elementary students while engaging with multiple modalities and genres of social justice texts. We…

Although diversity, equity, and inclusion have been a significant focus of research in children's literature, many studies fail to consider the reader's perspective and instead rely on text analyses. In the present study, the author employed focus groups to examine fifth-grade readers' insights as they interpreted, related to, and engaged with the…

Fifth graders' interpretations of nonfiction or informational text were explored. Each literature circle group read and responded to informational text. Discoveries included that students' conversations and written responses were closely connected to text and that students created multimodal responses.

Purpose: In this discussion as part of a response to Catts and Kamhi's "Prologue: Reading Comprehension Is Not a Single Activity" (2017), the authors provide selected examples from 4th-, 5th-, and 6th-grade texts to demonstrate, in agreement with Catts and Kamhi, that reading comprehension is a multifaceted and complex ability. The…