#TeacherTipTuesday In the latest #RRQ issue Rowe (2022) looked across time to trace down the teacher moves that supported biliterate writing practices in a 2nd grade classroom: ila.onlinelibrary.wiley.com/doi/abs/10.100…

#TeacherTipTuesday for teachers outside the classroom. In the latest #RRQ issue Neuman & Knapczyk (2022) explore what happens when laundromats are reconfigured to include literacy-related spaces, objects, & activities: ila.onlinelibrary.wiley.com/doi/abs/10.100…

#TeacherTipTuesday In the latest #RRQ issue Yeari et al.(2022) explored student performance on rdg.tests when rdg. text prior to ?s [TF] compared to rdg.?s with the text [QF], finding👍accuracy & shorter time for QFs, but also lower search efficiency: tinyurl.com/z7hcadds

#TeacherTipTuesday In the latest #RRQ Wilson-Lopez et al. (2022) describe ways 8 engineers used written genres for work, finding writing varied according to the engineers’ roles & disciplines, but remained constant in terms of evaluative frameworks: tinyurl.com/3bb67h3u

#TeacherTipTuesday In the latest #RRQ McWeeny et al. (2022) shared how rapid automatized naming (RAN) tasks were strongly related to future reading success, especially the reading of real words v. non-words: ila.onlinelibrary.wiley.com/doi/full/10.10…

#TeachingTeachersTipTuesday In a recent #RRQ issue Beneke et al. (2022) explore how “teachers’ engagement DisCrit literacies expanded ideas about “what counts” as literacy…and utilized multiple modalities for composition…beyond print literacy” (p. 1253)

#TeacherTipTuesday In the latest #RRQ Kannianen et al. (2022) identified online research and comprehension (ORC) profiles, finding most profiles related to ORC performance; reading + attention difficulties + frequency of reading long, rich texts were contributing factors.

#TeacherTipTuesday In #RRQ Souto-Manning et al. (2022) use a quilt metaphor to explore the pedagogy of English Language Abolition that “affirms the distinct, varied, &complementary communicative practices of BIPOC communities...for realization of everyone’s full humanity”(p.1095)

#TeacherTipTuesday In #RRQ Hwang et al. (2022) found domain knowledge and reading enhance each other throughout the elementary years for both bilingual and monolingual students.

#TeacherTipTuesday In #RRQ Jang et al. (2022) share how resilient and successful readers from low SES backgrounds are supported by their reading motivation and metacognitive strategies.

#TeacherTipTuesday In #RRQ Zhang et al.' s (2022) systematic review + meta-analysis, found situation model-level interventions + retelling + curriculum-based Q/A measures demonstrated positive effects for students with autism spectrum disorder (ASD): ila.onlinelibrary.wiley.com/doi/abs/10.100…

#TeachingTeachersTipTuesday In #RRQ Hudson (2022) investigated teacher knowledge of rdg. comp.+classroom inst. on upper elem. students’ comp. scores, finding teachers with high knowledge+strong instruction > teachers with less knowledge+strong instruction:tinyurl.com/25h5vpyp

#TeachingTeachersTipTuesday #RRQ Using alternative prompts, Levine et al. (2022) found teachers more likely to “select texts by authors of color, plan discussion+writing activities, +envision aligning beliefs with instructional choices” (p.1): tinyurl.com/znrbxc9u

#TeachingTipTuesday In #RRQ Ruan et al. (2022) compared the longitudinal word reading-spelling relationship in Chinese (L1) and English (L2), finding no relationships in Chinese but a reciprocal relationship in English: ila.onlinelibrary.wiley.com/doi/abs/10.100…

#TeachingTipTuesday In #RRQ Hall et al.'s (2022) meta-analysis of interventions for K-5 students with or at risk for dyslexia, found higher dosage associated with larger effects + reading comp. outcomes associated with smaller effects than word reading: ila.onlinelibrary.wiley.com/doi/10.1002/rr…

#TeachingTipTuesday In #RRQ Schey's (2022) literacy (dis)orientations describe "the layered mixture of classroom literacy performances challenging+reifying oppressive values regarding...sexuality, gender, race, ethnicity, and class”(p. 1): ila.onlinelibrary.wiley.com/doi/10.1002/rr…

#TeachingTipTuesday In #RRQ using longitudinal K-2 data, Kim & Petscher (2023) found spelling, not vocab, helped improved the identification of K/1 students who experienced word reading difficulties: ila.onlinelibrary.wiley.com/doi/full/10.10…

#TeachingTipTuesday In #RRQ Dymock & Nicholson (2022) used surveys of school leaders&Ts on self-perceived knowledge&confidence to teach Ss w/dyslexia, Ts had + feelings about teaching Ss w/dyslexia, but were not satisfied w/the level of training&resources: tinyurl.com/3utv5787

#TeachingTipTuesday In #RRQ Al-Janaideh et al. (2023) found morphological awareness was related to Arabic word reading + rdg. comprehension concurrently and longitudinally in Arabic-speaking refugee children ages 6-13: ila.onlinelibrary.wiley.com/doi/10.1002/rr…

#TeachingTipTuesday In #RRQ Khanolainen et al. (2022) evaluated association btwn 2 Family Risk id mthds-parent self-reports+skill assessments-both highly predicted children’s predisposition for developmental dyslexia when parent data variability was high: tinyurl.com/4vfsnnpz