Researchers agree that attention to bilingualism and biliteracy can and should be a goal in all educational settings where young dual language learners are present. The challenge, however, is how to promote biliteracy development while remaining congruent with principles of developmental direction, specifically the idea that children's…

When working with bilingual readers, teaching for equity means building on students' linguistic strengths. To do so, we must provide intentionally designed holistic literacy instruction that encourages students to use their full literacy and linguistic repertoire. This article describes an asset-oriented approach called "Transliteracy"…

To meet the growth in learner diversity in today's classroom, a new paradigm for improving the precision and accuracy of "personalization" is critical to address the needs of students who are held back by traditional pathways designed for the mythical "average" learner. In response to this challenge, Digital Promise Global has…

The rhetoric of the reading wars has become more than just an armchair academic debate, but is encoded now in the very laws, house and senate bills, and legislative policies of the majority of the states. In turn, these policies are powered by staggering sums of money such as the 90-million-dollar investment of Fulton County, Georgia in a revamp…

This article presents the findings of a university reading and writing workshop on fairy-tale reimaginations. Fairy-tale reimaginations, understood as rewriting fairy tales using alternative narrative techniques, can be introduced into a literacy classroom where learners read reimagined fairy tales that stimulate their critical response and…

In Haiti, 49% of students cannot read a single word in Creole by the time they start grade 3, which is reflective of a broader learning crisis in low-income and fragile contexts. Read to Learn, an early-grade literacy intervention, was implemented and evaluated from fall 2014 through spring 2016 with the aim of improving students' reading skills.…

Reading and comprehending the mother tongue is one of the most important basic academic skills required for the meaningful and significant learning of every subject, especially in earlier stages of education. Though National Policy Frameworks strongly advocate an integrated approach to the teaching of different skills of language, the school does…

English language learners (ELLs) are the fastest growing population of students in U.S. schools, and, unfortunately often experience lower levels of reading and spelling achievement than native English-speaking students. There is growing evidence showing that early reading interventions, which have been effective with native English-speakers, can…

This study integrated reading and bilingual theories to examine the reading behaviors of second grade Latinx students in a Dual Language program. It explored how the students' differing language backgrounds (simultaneous bilinguals and sequential bilinguals who had developed Spanish as a home language) might influence their early reading…

This study explores the possibilities and tensions that emerged when a literacy specialist brought a culturally sustaining lens to her work in a reading intervention setting with five emergent bilinguals. Utilizing a case study methodology, the study draws on data from class transcripts, interviews, student writing and artwork, and fieldnotes…

Background: In investigating the early reading literacy of a group of Setswana-speaking children who learnt to read in Afrikaans, cultural historical activity theory (CHAT) was chosen as a conceptual framework because of its proven utility value in helping researchers make sense of complex social systems. Aim: The application of this heuristic not…

Native-English speaking adults use morphological decomposition to understand complex words (e.g. "farmer" becomes "farm-er"). Whether decomposition is driven by semantic organization is still unclear. It is also unclear whether ESL adults and elementary age children use the same word processing strategies as native speaking…

In September 2015, the United Nations ratified 17 Sustainable Development Goals (SDGs), including a central goal to improve the quality of learning, and attain universal literacy. As part of this effort, the UN and other funding agencies see technology as a major enabling tool for achievement of the SDGs. However, little evidence exists concerning…

Phonological development was assessed in six alphabetic orthographies (English, French, Greek, Icelandic, Portuguese and Spanish) at the beginning and end of the first year of reading instruction. The aim was to explore contrasting theoretical views regarding: the question of the availability of phonology at the outset of learning to read (Study…

The linguistic interdependence hypothesis (Cummins, 1979, 2000) states that children's second-language (L2) proficiency is, to some extent, a function of their first-language (L1) competence. Previous studies have examined this hypothesis with focus on a unidirectional relation from L1 to L2. In the present study, we examined…