# bib

id: gjl-36
author: Boyd, Gerald
title: Quantum Shifts
date: 2014
pages: 2
extension: .pdf
mime: application/pdf
words: 1456
sentence: 69
flesch: 68
cache: cache/gjl-36.pdf
txt: txt/gjl-36.txt
summary:
  Well, if these two shifts aren’t “quantum” enough for pre-teach vocabulary evidence from text synthesize ideas GEORGIA JOURNAL OF READING 7 VOLUME 37, NUMBER 1 2014 you, wait until you hear the next one. This is a quantum shift that most students are not prepared for today.


id: gjl-12
author: Tovey, Shannon
title: An Interview with Alice Ensley: District Literacy Coordinator at Dalton County Schools
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 1403
sentence: 74
flesch: 65
cache: cache/gjl-12.pdf
txt: txt/gjl-12.txt
summary:
  Tovey: This has probably been the most challenging year ever for teachers. We formed a team of Instructional Coaches and experienced teachers to begin creating videos of the reading, writing, and word study minilessons.


id: gjl-4
author: Sandling, Laura
title: Taming the Beast: How I Took Back Guided Reading
date: 2018
pages: 2
extension: .pdf
mime: application/pdf
words: 1431
sentence: 76
flesch: 72
cache: cache/gjl-4.pdf
txt: txt/gjl-4.txt
summary:
  no one can deny that guided reading is our favorite part of the day. i used to think guided reading was the worst.


id: gjl-31
author: Stevenson, Alma D.
date: 2014
pages: 4
extension: .pdf
mime: application/pdf
words: 1988
sentence: 102
flesch: 49
cache: cache/gjl-31.pdf
txt: txt/gjl-31.txt
title:
  Significance of Prior Knowledge Activation: A Close Look at Bilingual Kindergarten Student's Response to a Poem

summary:
  Detecting and Connecting with Prior Knowledge Activating prior knowledge at the start of instruction has the objective of bridging the gap between what students already know and new concepts or topics about to be addressed in the classroom. Initially, accessing and assessing the students’ prior knowledge provides teachers useful measures of what students know and what they have misconceptions about (Alvermann, Phelps, & Ridgeway Gillis, 2010).


id: gjl-30
author: Stover, Katie; Glover, Crystal P.
title: Literacy Coaching: Providing Leadership and Support for the Next Generation of Teachers
date: 2014
pages: 5
extension: .pdf
mime: application/pdf
words: 2817
sentence: 165
flesch: 53
cache: cache/gjl-30.pdf
txt: txt/gjl-30.txt
summary:
  To counter these challenges, the authors discuss ways literacy coaches can provide leadership and guidance to new teachers through building relationships, creating a climate of trust, and developing individualized support to enhance the teacher’s success. (Anne, fourth grade teacher) Challenges of New Teachers Like the teacher in the above vignette, new teachers face a number of challenges as they begin their professional careers.


id: gjl-32
author: Sharp, Laurie A.
title: The Effect of Explicit Instruction with Writing Conventions Among Preservice Teachers
date: 2014
pages: 5
extension: .pdf
mime: application/pdf
words: 2671
sentence: 150
flesch: 50
cache: cache/gjl-32.pdf
txt: txt/gjl-32.txt
summary:
  Preservice teachers must also possess pedagogical understandings regarding the instruction of written conventions. Cowan stressed that the ability to teach written conventions requires much more than fluency with the English language.


id: gjl-33
author: Arrington, Nancy McBride
title: Tacky and a Tambourine: Enhancing First Grade Literacy Through Music
date: 2014
pages: 4
extension: .pdf
mime: application/pdf
words: 2191
sentence: 154
flesch: 62
cache: cache/gjl-33.pdf
txt: txt/gjl-33.txt
summary:
  Additionally, other learning- to-read skills correlate with music literacy skills. According to the Common Core State Standards Initiative (CCSS, 2012), literacy instruction is the responsibility of all content areas, which includes music education.


id: gjl-29
author: McKenna , Beverly A.; Strauser, Beverly A.
title: Dictionary Projects: A Defining Moment in Literacy
date: 2015
pages: 2
extension: .pdf
mime: application/pdf
words: 1136
sentence: 85
flesch: 68
cache: cache/gjl-29.pdf
txt: txt/gjl-29.txt
summary:
  2. Gain the support of school administrators and third-grade teachers. You can then decide whether to broaden the scope to other schools in your district.


id: gjl-11
author: Mitchell, Morgan; Keesbury, Sybil; Luther, Vicki
date: 2019
pages: 9
extension: .pdf
mime: application/pdf
words: 4961
sentence: 211
flesch: 49
cache: cache/gjl-11.pdf
txt: txt/gjl-11.txt
title:
  Ready, Set, Grow: Exploring the Readiness and Preparation of Kindergarten Students within a Title 1 School

summary:
  Kindergarten Concepts or % of Students: ELA Students Who Met or Exceeded Skills ● Can describe the role of the 91% author and illustrator in a text ● Can identify the front cover, back cover, and title page ● Recognizes and names both upper and lower case letters adequately ● Demonstrates basic knowledge of consonants and vowels ● Recognizes common types of texts 80% ● Actively engages in group reading activities ● Can read commonly used high- frequency words ● Demonstrates appropriate 70% questioning skills ● Demonstrates ability to work independently ● Can capitalize words and can 61% name ending punctuation ● Recognizes and produces rhyming 50% words ● Orally produces and expands complete sentences ● Demonstrates ability to use affixes 41% as a clue to word meanings with teacher support GEORGIA JOURNAL OF READING 34 VOLUME 42, NUMBER 1 2019 This information displays the percentage of Daycare Kindergarten Concepts or % of Students: ELA Students Who Met or Exceeded Skills ● Can identify the front cover, 95% back cover, and title page ● Recognizes and names both upper- 84% and lowercase letters adequately ● Can describe the role of the author 63% and illustrator in a text ● Demonstrates basic knowledge of consonants and vowels ● Recognizes and produces rhyming 42% words ● Recognizes common types of texts ● Demonstrates appropriate questioning skills ● Demonstrates ability to work independently ● Can read commonly used high- 32% frequency words ● Orally produce and expand complete sentences ● Actively engages in group reading activities ● Demonstrates ability to use affixes 21% as a clue to word meanings Daycare Learning and Personal/Social Development Fourteen of the 19 students (74%) consistently demonstrated that they were able to seek help when needed.


id: gjl-22
author: Bessette, Harriet
title: Using Choral Reading with Students with Exceptionalities to Improve Reading Fluency
date: 2020
pages: 9
extension: .pdf
mime: application/pdf
words: 4772
sentence: 257
flesch: 42
cache: cache/gjl-22.pdf
txt: txt/gjl-22.txt
summary:
  The conceptual intricacies of choral reading, an instructional strategy for improving reading fluency, may be explained through a theoretical framework based on the work of Vygotsky (1978) and Wertsch (1985; 1991). Choral reading has been observed to have benefits beyond increasing reading fluency in the area of classroom management (Haydon, Border, Embury, & Clarke, 2009) as well as reaching striving readers with emotional and behavioral disorders (McDaniel, Duchaine, & Jolivette, 2010).


id: gjl-8
author: Helf, Shawnna; Yearta, Lindsay; Ming, Kavin
title: Maximizing Learning: Embedding Phonological Awareness Throughout the Day
date: 2018
pages: 8
extension: .pdf
mime: application/pdf
words: 4722
sentence: 300
flesch: 64
cache: cache/gjl-8.pdf
txt: txt/gjl-8.txt
summary:
  Phonological awareness is an umbrella term that refers to the broad awareness of sounds within spoken language; under this umbrella are three subsets of skills: word awareness, syllable awareness, and phonemic awareness (National Early Literacy Panel, 2008; National Institute of Child Health and Human Development, 2001). Word awareness and syllable awareness skills involve larger units of sounds, and are considered easier to master than skills involving smaller units of sound.


id: gjl-25
author: Stover, Katie; Mraz, Maryann
title: Middle School Literacy Coaches: Perceptions of Roles and Responsibilities
date: 2015
pages: 9
extension: .pdf
mime: application/pdf
words: 6055
sentence: 298
flesch: 50
cache: cache/gjl-25.pdf
txt: txt/gjl-25.txt
summary:
  This study sought to address that need by examining the roles and responsibilities of middle school literacy coaches and comparing those roles and responsibilities with the International Reading Association’s recommended standards for literacy coaches (IRA, 2006). While some research has examined the role of literacy coaches at the elementary school level, little is known about the work of literacy coaches in middle school (mraz, algozzine, & Watson, 2008; Walpole & mcKenna, 2004).


id: gjl-18
author: Hudson, Tracey Renae; Reeves, Linda; Giles, Rebecca M.; Brannan, Lauren R.
date: 2020
pages: 16
extension: .pdf
mime: application/pdf
words: 5399
sentence: 264
flesch: 44
cache: cache/gjl-18.pdf
txt: txt/gjl-18.txt
title:
  A Comparative Study of the Effects of Computer-Assisted Instruction on the Reading Achievement of First Graders

summary:
  There is little empirical research on the topic generally and even less that specifically addresses computer- assisted reading instruction for first graders. The impact of instructional reading technology programs on student reading achievement.


id: gjl-3
author: Rice Moran, Renee; Jenkins, LaShay; Fisher, Stacey; Dwyer, Edward
title: Engaging Strategies for Developing Reading Competencies
date: 2018
pages: 5
extension: .pdf
mime: application/pdf
words: 2861
sentence: 246
flesch: 64
cache: cache/gjl-3.pdf
txt: txt/gjl-3.txt
summary:
  We propose that fluency can be enhanced through Target texts by Eve Bunting Books by Patricia MacLachlan GeorGia Journal of readinG 26 Volume 41, number 2 2018 repeated readings of passages directly taken from text set material or in a summarized format. We greatly enjoy using text sets within the contexts presented above using a variety of strategies.


id: gjl-14
author: Katz, Anne; Sledge-Tollerson, Alexandra
date: 2021
pages: 17
extension: .pdf
mime: application/pdf
words: 7388
sentence: 438
flesch: 67
cache: cache/gjl-14.pdf
txt: txt/gjl-14.txt
title:
  Connecting a Community through a Family Literacy Project and Virtual Writing Collaboration: University Students Facilitate Access to Literature during the Pandemic

summary:
  A family literacy project and a virtual writing collaboration with middle school students sheds light on how university students facilitated access to literature for their local community during the pandemic, helping local students thrive. A second community literacy project embedded in the course involved reading and discussing Look both ways: A tale told in ten blocks (Reynolds, 2019), short stories that detail experiences of middle school students on their walk home from school.


id: gjl-9
author: Piper, Rebekah E.; Sharp, Laurie A.; Raymond, Roberta D.
title: Diversity in Literacy Education: How Are Literacy Teacher Educators Preparing Teacher Candidates?
date: 2019
pages: 12
extension: .pdf
mime: application/pdf
words: 6333
sentence: 351
flesch: 40
cache: cache/gjl-9.pdf
txt: txt/gjl-9.txt
summary:
  These understandings about culturally relevant/responsive teaching and teacher preparation provided us with a way to better understand current preparation practices that literacy teacher educators use to address diversity in literacy education with teacher candidates. With this in mind, the purpose of this study was to explore current preparation practices that literacy teacher educators use to address diversity in literacy education with teacher candidates.


id: gjl-26
author: Holbein, Marie; Farist, Jennifer
date: 2015
pages: 10
extension: .pdf
mime: application/pdf
words: 7238
sentence: 408
flesch: 57
cache: cache/gjl-26.pdf
txt: txt/gjl-26.txt
title:
  An Analysis of Teachers' Discourse and Their Perceptions Concerncing the Use of Questioning and Feedback During Reading Instruction in Third Grade Classrooms

summary:
  implications for administrators, Professional development Providers, and Policy Makers Some of the necessary changes to teacher talk are beyond the control of classroom teachers. results from the study highlight the need for an intentional focus on the discourse used by classroom teachers and provide insight into social and cultural factors that inhibit productive discourse.


id: gjl-1
author: Kettle, Amy; Miller, Melinda
title: Teaching to the Test from a Parent’s Perspective
date: 2018
pages: 5
extension: .pdf
mime: application/pdf
words: 3443
sentence: 143
flesch: 57
cache: cache/gjl-1.pdf
txt: txt/gjl-1.txt
summary:
  The author reports that students in the latter category score better on standardized writing tests. The unfortunate result is that groups that have traditionally fallen behind such as minority groups, students with special needs, and english language learners, may be falling further behind (national Center for fair and open Testing, 2007).


id: gjl-10
author: Griffin, Robert A.
title: Exploring the Reading Motivation of Less-Motivated Adolescent Latinx English Learners
date: 2019
pages: 13
extension: .pdf
mime: application/pdf
words: 8654
sentence: 538
flesch: 62
cache: cache/gjl-10.pdf
txt: txt/gjl-10.txt
summary:
  Abstract This qualitative study explored reading motivation among high school English learners whose first language was Spanish. Trends in Prior Research Past research into reading motivation among Latinx students has primarily concentrated on the cognitive processes of individual students, but there is a growing trend toward viewing reading motivation through a sociocultural lens.


id: gjl-38
author: Cain, Jabari; Daigle, Brent; Taylor, Donna Lester
title: Literacy Gains through Digital Documentaries: A Photo Essay
date: 2013
pages: 4
extension: .pdf
mime: application/pdf
words: 4057
sentence: 13
flesch: -204
cache: cache/gjl-38.pdf
txt: txt/gjl-38.txt
summary:
  ���)�!�&� �!,,!������!�.�#!����� ��!�&#��!��&�� !��,��&)����3�!#�$-*9:;<=>?@:;�AB�CDE�FCGHEICF�JI�CDJF�FCGHK��CDE�HJLJCMN�HAOGPEICMBK�CDEPMCJO�GIJC�FEEPEH�CA�JPQBARE�FCGHEIC�MODJEREPEIC�ST�UVW�XYWXZ�[\�Z[]SX̂�STUWYX]US[TZ_�̀YSUSTa�W\b]X]c_�XTd�NEMBIJIL�AGCOAPEFe��AGB�GIHEBNKJIL�CDEPEF�FEEPEH�CA�EPEBLE�CDBAGLDAGC�CDJF�JIREFCJLMCJAIf��g�FCGHEIC�FMCJFhMOCJAI���g�JICBJIFJO�PACJRMCJAI���g�FCGHEIC�FENhiW\b]X]c_�XTd�jk�UW]VT[̂[ac�WTaXaWlWTUmnCGHEICF�oDA�QMBCJOJQMCEH�JI�CDJF�FCGHK�oEBE�MNN�JI�CDE�hAGBCD�LBMHE�MIH�BEQBEFEICEH�M�oJHE�BMILE�Ah�MpJNJCJEFe�qVW�aY[rs�][TZSZUWd�[\�btW�u[cZ�XTd�UVYWW�aSŶZm�v\�CDE�EJLDC�FCGHEICFfw���MBE�JI�LJhCEH�QBALBMPFew���BEOEJRE�FQEOJMN�EHGOMCJAI�FEBRJOEF�hAB�NEMBIJIL�HJFMpJNJCJEFew���BEOEJREF�FQEOJMN�EHGOMCJAI�FEBRJOEF�hAB��GCJFPew���BEOEJREF�FQEOJMN�EHGOMCJAI�FEBRJOEF�hAB��CDEB�xEMNCD��PQMJBPEICew���MBE�JI�CDE�LEIEBMN�hAGBCD�LBMHE�FCGHEIC�QAQGNMCJAIe�ICEBRJEoF�oJCD�CDE�CEMODEB�MIH�FCGHEICF�BEQABC�M�DJLD�NEREN�Ah�FMCJFhMOCJAI�CDBAGLDAGC�CDE�CDBEE�oEEy�GIJCe�zDE�CEMODEB�FCMCEH��{CDJF�CJPE�Ah�KEMB��oE�oAGNH�DMRE�FAPECJPEF�DMRE�GIE|QEOCEH�ODMILEF�CA�AGB�FODEHGNEe��hCEB�oE�pELMI�CDJF�GIJC��CDE�FCGHEICF�FAAI�uWaXT�U[�XZ}�WX]V�l[YTSTa�~XYW�̀W�VXtSTa�YWXdSTa�aY[rsZ�U[dXc����UVWc�̀WYW�tWYc�dSZXss[STUWd�[T�UVW�HMKF�CDMC���CANH�CDEP�oE�oAGNH�IAC�pE�MpNE�CA�PEEC����JENH�IACEF���MBOD���������genCGHEICF�MNFA�EI�AKEH�CDJF�MOCJRJCK�pEOMGFE�{�oE��dSdT�U�VXtW�U[�̀YSUW����SŴd�T[UWZ_��sYŜ�j_�����km���XTc�FCGHEICF�HJH�IAC�OAIIEOC�CDE�EPpEHHEH�NJCEBMOK�CMFyF�oJCDJI�CDJF�MOCJRJCK�CA�CDE�NMBLEB�LAMNF�Ah�CDE�CDEPMCJO�GIJCe�nCGHEIC�PACJRMCJAI�BEPMJIEH�DJLD�CDBAGLDAGC�CDJF�QBA�EOC�pEOMGFE�Ah�CDE�HMJNK�CEODIANALK�GFE�MIH�FAOJMN�JICEBMOCJAIFe�nCGHEIC�BEQABCF�JIHJOMCE�CDMC�NJCEBMOK� AGCOAPEF�oEBE�FEOAIHMBK�CA�CDEFE�ACDEB�hMOCABF���JENH�IACEF���QBJN��������genCGHEICF�hENC�EPQAoEBEH�CA�OAIHGOC�CDEJB�BEFEMBOD�JI�CDJF�QBA�EOC�oJCDAGC�CDE�pGBHEI�CDMC�M�NMOy�Ah�FyJNN�oJCD�QEI�MIH�QMQEB�OMI�OBEMCEe��IE�Ah�CDE�QMBCJOJQMICF��M�FCGHEIC�oDA�BEOEJREF�FQEOJMN�EHGOMCJAI�FEBRJOEF�pEOMGFE�Ah�M�NEMBIJIL�HJFMpJNJCK��E|QNMJIEH��{�ABHF�OAPE�DMBH�hAB�PE���pGC�CDEI�JIHJOMCEH�CDMC�CDE�OAPQGCEB�DENQEH�DJP�pEOMGFE�{JC�PMyEF�FGLLEFCJAIF�hAB�oABHF�oDEI���oMF�oBJCJIL���NEMBIEH�PABE��GJOK�oABHF����JENH�IACEF���MBOD���������ge��IACDEB�FCGHEIC�JIHJOMCEH�CDMC�FDE�FCBGLLNEF�oJCD�LBMPPMB�pGC�HJH�IAC�DMRE�CA�oABBK�MpAGC�CDE�LBMPPMB�QMBC�oDJNE�FDE�oMF�ỲSUSTa�VWY�Z]YSsU�uW]XrZW�SU�̀[r̂dT�U�uW�ZWWTm����UVSYd�FCGHEIC�OAPPEICEH�MpAGC�DAo�PGOD�DJF�hBJEIH�JI�CDE�ONMFF�EI�AKEH�CDJF�MOCJRJCK�pEOMGFE��{DE�OMI�CKQE�\XZUWY�UVXT�VW�]XT�̀YSUW�̀SUV�X�sWT]Ŝ���Z[�VW�d[WZT�U�NAFE�DJF�CDAGLDCF�e���JENH�IACEF���MBOD���������ge��zDE�FCGHEICF�oEBE�QBAGH�Ah�CDEJB�oABy�oDEI�JC�oMF�HAIE�MIH�FEEPEH�CA�hEEN�M�FCBAIL�FEIFE�Ah�EPQAoEBPEIC�JI�CDEJB�MpJNJCK�CA�OAIHGOC�BEFEMBODe���F�AIE�QMBCJOJQMIC�FCMCEH��{�DEI���oMCODEH�JC��JC�oMF�LAAH�KEMD����oMF�QBAGH����JENH�IACEF���MBOD���������gezDJF�MQQBAMOD�CA�M�CDEPMCJO�GIJC�PEECF�CDE�OGBBJOGNGP�LAMNF�FEC�pK�CDE�FODAAN�HJFCBJOC�MIH�FEEPF�CA�JPQBARE�AREBMNN�FCGHEIC�AGCOAPEFe��I�MHHJCJAI�CA�PEECJIL��ILNJFD��MILGMLE��BCF�MIH�nOJEIOE�FCMIHMBHF��CDE�CEMODEB�oMF�MNFA�MpNE�CA�MHHBEFF�hAGBCDi�LBMHE�CEODIANALK�FCMIHMBHF�oJCDJI�CDE�OAICE|C�Ah�CDJF�MOCJRJCKe�nCGHEIC�ODAJOE��CEMODEB�LGJHMIOE��MIH�AILAJIL�FCGHEIC�OANNMpABMCJAI�oEBE�EFFEICJMN�OAPQAIEICF�CA�CDE�FGOOEFF�Ah�CDJF�sY[�W]Um��SUV�]̂WXŶc�dWbTWd�W�sW]UXUS[TZ_�Zr\b]SWTU�CJPE�CA�MNNAo�FCGHEIC�JIRANREPEIC��MIH�GFE�Ah�E|JFCJIL�ONMFFBAAP��AB�FODAAN�NMpg�OAPQGCEBF��CDJF�QBA�EOC�OMI�pE�MHMQCEH�JICA�MI�E|JFCJIL�NJCEBMOK�MOCJRJCK�AB�MOBAFF�PGNCJQNE�OAICEIC�MBEMFe5#�!�-�3� !�$#���$!��0�-�3�.& ��!�,�$! �('�#�)%!*�+!,$)-'�%$! �����.��/�&#!$0$*123456738�96:6�;<=67�3>6�?@A6B3<=68�?C�3>6�47<3D�3?�:686E:B>�E7�E7<FEG�?C�3>6<:�B>?<B6�C?:�3>6�6=6734EG�B:6E3<?7�?C�E�5<;<3EG�5?B4F673E:H�E@?43�3>6<:�E7<FEGI�23456738�96:6�3>67�;<=67�3<F6�3?�56B<56�4J?7�E7�E7<FEG�3?�:686E:B>�K3>6<:�B>?<B6�?C367�BEF6�EC36:�8345673�B?GGE@?:E3<?7�E75�36EB>6:L5<:6B365�BGE88:??F�5<8B488<?7MIN<B34:65�>6:6O�83456738�C?475�:68?4:B68�E75�<7C?:FE3<?7�E@?43�3>6<:�E7<FEGI�2?F6�83456738�B>?86�3?�9?:P�<756J675673GH�?7�3><8�3E8PO�9><G6�?3>6:8�B?GGE@?:E365�9<3>�6EB>�?3>6:�3?�>6GJ�?:;E7<Q6�E75�5<8B488�3>6�:6G6=E7B6�?C�3>6<:�R75<7;8�C?:�3>6<:�:68J6B3<=6�E7<FEGI 23456738�>E5�EBB688�3?�SJJG6�B?FJ436:�J:?54B38�3>:?4;>?43�3>6�54:E3<?7�?C�3><8�J:?A6B3I�TE@E:<�UE<7O�568<;7E365�<7�VWXX�E8�E7�SJJG6�Y<83<7;4<8>65�Z54BE3?:O�?CC6:65�><8�E88<83E7B6�3?�>6GJ�F66�3>6�36B>7?G?;H�56FE758�?C�3><8�3>6FE3<B�47<3I�SG3>?4;>�83456738�>E5�EBB688�3?�B4::673�36B>7?G?;HO�<3�8>?4G5�@6�7?365�3>E3�E7H�BGE88:??F�B?FJ436:�9<3>�83E75E:5�F?=<6FEP<7;�8?C39E:6�K6I;IO�[?=<6FEP6:O�<[?=<6M�BE7�@6�4865�3?�BE::H�?43�3><8�EB3<=<3HI�\>6�8J6B<RB�36B>7?G?;H�4865�<7�3><8�8345H�9E8D�SM�SJJG6�<N?5�\?4B>�]3>�̂676:E3<?7_�̀M�SJJG6�<NE5�a;_�UM�SJJG6�<NE5�V_�YM�[EB̀??P�S<:_�ZM�[EB̀??P�N:?_�bM�<[?=<6I ���������� � ��������� � �� ��� ��� ������� ������������� ���������� !#$# �%�&�'()�*!�#)�!


id: gjl-20
author: Bentley, Erinn
date: 2020
pages: 12
extension: .pdf
mime: application/pdf
words: 4571
sentence: 259
flesch: 61
cache: cache/gjl-20.pdf
txt: txt/gjl-20.txt
title:
  Building Excitement for Reading and Building New Friendships: Using Book Bistro with Pre-Service Teachers and Middle School Students

summary:
  First, we will describe how this strategy aligns with scholarship supporting adolescent readers and pre-service teachers. Wilfong & Oberhauser (2012) explored using Book Bistro among middle school students and pre-service teachers.


id: gjl-17
author: Mondesir , Bonnie; Griffin, Robert A.
title: A Balanced Approach to Literacy Instruction and Support for Diverse Learners
date: 2020
pages: 19
extension: .pdf
mime: application/pdf
words: 6456
sentence: 288
flesch: 47
cache: cache/gjl-17.pdf
txt: txt/gjl-17.txt
summary:
  The Simple View, as this model was later coined, posits that decoding skills and language comprehension are the processes that lead to the higher-order skill of reading comprehension, which can be illustrated as the equation R = D x LC where R is reading comprehension, D is decoding, and LC is language comprehension (Gough & Tunmer, 1986; Hoover & Gough, 1990). This theory also demonstrates how students actively apply their schemata of content and reading processes to build knowledge and achieve reading comprehension (Suraprajit, 2019).


id: gjl-16
author: Schlesinger, Nora W.
title: Dyslexia and Georgia Senate Bill 48
date: 2020
pages: 24
extension: .pdf
mime: application/pdf
words: 8146
sentence: 560
flesch: 45
cache: cache/gjl-16.pdf
txt: txt/gjl-16.txt
summary:
  The new law defines dyslexia as a neurobiological- based disorder and provides definitions and characteristics of dyslexia and disorders, as well as terminology associated with dyslexia and dyslexia intervention. Dyslexia Provisions for Accommodations and Interventions Starting in the academic year 2020-2021 a three year pilot program will be established to demonstrate and evaluate the effectiveness of early reading support for students with dyslexia concerns.


id: gjl-21
author: Knott, Shawnee; Tovey, Shannon
title: Increasing Below Level Readers Fluency and Comprehension
date: 2020
pages: 26
extension: .pdf
mime: application/pdf
words: 7075
sentence: 310
flesch: 53
cache: cache/gjl-21.pdf
txt: txt/gjl-21.txt
summary:
  Several teachers elaborated on their desire to use a variety of reading resources to target student reading needs and to close gaps, while providing differentiation to meet individual student needs. I am not a fan of boxed programs, rather the high- leverage and evidence- based practices that have been proven to work P8 Raz Kids When educators were asked how they enhance below grade level readers fluency and comprehension, it is clear that there were many different strategies, methods, and interventions to achieve the goal of closing the reading gap that exists in the education world.


id: gjl-19
author: Howrey, Shannon Tovey
title: What’s Next for Literacy Education in Georgia?
date: 2020
pages: 4
extension: .pdf
mime: application/pdf
words: 1802
sentence: 112
flesch: 62
cache: cache/gjl-19.pdf
txt: txt/gjl-19.txt
summary:
  An Interview with Dr. Caitlin Dooley, Deputy Superintendent, Georgia Department of Education Shannon Tovey Howrey Kennesaw State University Tovey: Caitlin, thank you so much for agreeing to do this interview for the Georgia Journal of Literacy. Our editorial board has participated in brainstorming questions and topics that we believe will help our journal to become more relevant and focused in the scholarly work that may inform literacy education policy and practice in Georgia.


id: gjl-5
author: Mitchell, Melissa; Zygouris-Coe, Vassiliki
title: Give the Neurological Impress Method Another Chance for One-to-One Fluency Interventions
date: 2018
pages: 7
extension: .pdf
mime: application/pdf
words: 4879
sentence: 279
flesch: 53
cache: cache/gjl-5.pdf
txt: txt/gjl-5.txt
summary:
  These reading challenges may impact students receiving support through Response to Intervention (RtI) as well as students identified with disabilities, especially when they have prolonged documented deficiencies in oral reading fluency. This easy to implement strategy is appropriate for disfluent readers who, like Sophia, have failed to make progress in developing oral reading fluency after receiving Tier 1 and 2 interventions, as one part of a structured intensive intervention or in addition to a structured reading intervention.


id: gjl-27
author: Stewart, Trevor Thomas; Pendergrass, Emily
date: 2015
pages: 7
extension: .pdf
mime: application/pdf
words: 5170
sentence: 288
flesch: 59
cache: cache/gjl-27.pdf
txt: txt/gjl-27.txt
title:
  Reading, Motivation, and the Power of Social Relationships: Learning from Middle School Students in a Title I Reading Classroom

summary:
  Therefore, it is important to ascertain how students’ social relationships can inform teachers’ efforts to create authentic learning experiences and increase student motivation to develop life-long reading habits. Student motivation in middle school: The role of perceived pedagogical caring.


id: gjl-24
author: Crawford, Kathleen; Huling, Heather
date: 2023
pages: 13
extension: .pdf
mime: application/pdf
words: 3290
sentence: 162
flesch: 54
cache: cache/gjl-24.pdf
txt: txt/gjl-24.txt
title:
  Out with the Old, in with the New: Digital Interactive Journals in an Elementary Language Arts Methods Course

summary:
  This incited the reimagination of “old school” journals and the evolution of digital interactive journals. Even though my students and I found ourselves learning in a fully face-to-face setting once again, I quickly realized there was no going back to the “old school journals”; digital interactive journals were a welcomed change and were here to stay.


id: gjl-7
author: Kelley, Katie; Yearta, Lindsay
title: Children’s Literature to Develop Awareness and Advocacy for Social Justice
date: 2018
pages: 7
extension: .pdf
mime: application/pdf
words: 5070
sentence: 255
flesch: 54
cache: cache/gjl-7.pdf
txt: txt/gjl-7.txt
summary:
  This article describes a blogging partnership between fifth graders and preservice teachers to discuss the book, A Long Walk to Water, by Linda Sue Park (2010). Preservice teachers discussed how literature can create a safe space to explore the uncomfortable and the importance of students seeing themselves in the books they read.


id: gjl-34
author: Linderholm, Tracy
date: 2013
pages: 5
extension: .pdf
mime: application/pdf
words: 13919
sentence: 62
flesch: -107
cache: cache/gjl-34.pdf
txt: txt/gjl-34.txt
title:
  The Cognitive Psychology of Multiple Text Comprehension: What Can Educators Garner from the Literature

summary:
  �(�%'���*+�$/�%&#��� ���#'*�(�/'$����������� $�'� �#**$��&#���*�%��&$���#��'$��'�-�/$'��(�($���*� ��$(��,���*��-���$����#*(��'����0����1�&#2��$//�'�(�#*���(#��(�3�# )��$(��4���&��� 56��7���$(�����&#��(��#�� ��&��(�� �$* �'�#(�' ��� ���#)���$� �� /���-�������&��'�+$#� �/$'�'�#(�*+���������� $�'� ,�8$���$/��&��(�� �$* ��*2$�2��&$%��$��*��'�'����&���# )�#��&#*(��&$%��#&�����9 $�'������ ��&���* �'���$* �$/��&���# )��&$%�'���2#*���&�������� �/$'�'�#&�*+��&��+$#��$/��&���# )��#*(��&�*�(���'��*�*+�&$%��$���(#����&��($���*� ��$(���# ����� �#'��'�#(,�8$����*��'� ��*+��$�*� ��&#��#'� ��$���$/��&��(� '����$*�$/��&� ��# )��$(���� �%&#��#*����������'$!���5 $�2�*+��'$� ��&� ��-���$/�'�#(�*+�� ,�6&� �� ��*��'� ��*+�+�2�*�(�!#�� �$/��&���# ��#!$����&��(�+'����$�%&�&�'�#(�*+�� �#*�#��$�#���2�' � �#� �'#��+����'$!���5 $�2�*+��'$� �0 ���:�*� &���;;<1��#*(���������������$��'�&�* �$*�#��$ ��*�� #'��-��*2$�2� �!$�&�'�#(�*+�#*(�%'���*+�# ��&���#=$'��-�$/�'�#(�' �%�����#���&��2�'-���# ����'$(���*$�� �# ��&�-�'�#(��&'$�+&��#&�$/��&��'� $�'� �0#� $� ���>���-�?��$ ���;;;1�# �#�%#-��$�&#*(����&��$�������-�$/��&���'$!����$/� -*�&� �.�*+���������� $�'� ,��*$�&�'��*��'� ��*+��$�*���#(����&#��%$��(�&#2��#� �'$*+����#��$*���(#+$+-��� ��&����#'�*��(��&�'��� �/$'�'�#(�' ��$�$* �#*��-��$*��$'��&��'�$��'�&�* �$*���$�# � �&$%�%�����&�-�#'�������*+��&��$2�'#���+$#� �$/��&��# �+*��*���#*(��$��2#��#���&$%�%�����#&������� ������*+��&��'�*��( �%&�*�'�#(�*+�������������� ,����#��(��$��&� ���$����#*(��'����0����1��$�*��$����&#��#�'#��� ��/5'�+��#��$*�#*(�@ABCDAECBF�AG�HA@IEJKJBLCAB�CL�MCGNHOPD�IECAE�DA�PQDJ�#($�� �*���/$'�(�2��$���*�#��'�# $* ��#*(��&#���2�*�$���+�5��2��� ��(�*� �#'��*$�$'�$� �-��$$'�#���$*��$'�*+�&$%�%�����&�-��*(�' �#*(��2�*� �*+���������*/$'�#��$*�0�,+,����*(�'&$����>#*+��6&�''�#�����R&#$��?��#)���������S���*(�'&$���?�>��(�������S�6&��(����*(�' $*��?�6&�''�#���������1��#*(��'�#�*�-�&$%�%����'�#(�' �#'��#!����$��$*��$'��&��'�$��'�&�* �$*��*���+&��$/��&���# )��* �'���$* �%����!��$* �'#�*�(�!-��&��$+*���2��'� $�'� �0�,+,���'�$'�)*$%��(+���%$')�*+5���$'-�#�#��-��+�*�'#��'�#(�*+� )��� ����,1�$/��&���*(�2�(�#��'�#(�',�6$� ���#'�.����&��� 56��7���$(���0�$����?��'���������1�!'�*+ ��$���+&�� �2�'#��&#'#��'� �� �$/�'�#(�*+�������������� ��&#�� &$��(��*/$'���* �'���$*#���'#���,��#2�*+��&�$'-�!�&�*(�/$'�#��$��*���%&#������'�#���2�(�*��($�%��&#2��#!$����&��$+*���2��� -&$�$+-�$/�$��'�&�*(�*+�������������� T���������������$��'�&�* �$*�&# �!��*�#��$���$/�'� �#'&�/$'��� ��&#*��%$�(�#(� ��%&�&�� �#�/#�'�-� &$'����/�� �#*�/$'� �&�#�$�������$��,� $*��&��� �� �2�'#���&��� ����'+��/'$���&� �����'#��'�,��*��'� �#'&��&����&# �UJJB�GAHOLJM�AB�DKJ�HAFBCDCVJ�UJBJNDL�AG�@OPDCIPJ������$��'�&�* �$*,��� �#'&�' �&#2��/$�*(��&#�� '�#(�' �%'������&��$'�� $�&� ��#��(� ���#'�� �$/�������#��'�#����*2$�2�*+�+'�#��'� -*�&� � ��%&�*�'�#(�*+���������� $�'� �0������'#��*����(#�5�!#'#��?�8�'$� $������S�>���-�?��$ ���;;����;;;1,����� ��'$�$ �(��&#��'�#(�*+���������� $�'� �/$'� �#��$'��#(2#*�(�'�# $*�*+�#*(��*��+'#��$*��'$� ��&#���$2� ��&��'�#(�'�#%#-�/'$��2�'!#����'�#���0�,+,���'����?��+��* )# ������S�>���-�?��$ ���;;����;;;1,���&�' ��#����&#��'�#(�*+�������������� ��#-�#� $�!��#��$'���$��2#��*+�#*(��*+#+�*+��# )��%&�&�$��(�/#����#����$'��#(2#*�(�$+*���2���'$� �*+�$/�������*/$'�#��$*��&#*�'�#(�*+�#� �*+��#'� $�'��0���&'���?�7$�������1,WBADKJE�DKJ@J�XCDKCB�DKCL�PCDJEQDOEJ�UQLJ�CL�DKJ�MCGNHOPDY�'�#(�' �+�*�'#��-�&#2���*�/$'��*+�#�%���5�*��+'#��(�($���*� ��$(��,����#���#' ��&#��#(2#*�(�'�#(�' �BJJM�LIJHCNH�DQLZ�CBLDEOHDCABL[�GAE�J\Q@IPJ[�DA�MJVJPAI�#*�#'+���*��$'��$� ���#'�.��������*/$'�#��$*��%&�*�'�#(�*+�������������� ��*�$'(�'��$�(��$* �'#��� $��(�'�#���#*(�$��'�&�* �$*�$/�$��$*�������&��� �0�,+,���'����?��+��* )# ������S��'����?�8$���'�����]S��������#�,������S�>���-�?��$ ���;;;S�>$�/��?��$�(�#*�����̂1,����� ���)��-��&��# ���&#���#'����#'��* �'���$* �KJPI�DA�GAHOL�EJQMJEL_�PC@CDJM�HAFBCDCVJ�EJLAOEHJL�AB�#��#'����#'�+$#����#)�*+��&���# )��$'���#*#+�#!��,���)�%� ���>���-�#*(��$ �0�;;;1��#����&#���* �'���$* ��&#��'�̀��'���&��'�#(�'��$��#)��$*�#��#'����#'��$�*�5$/52��%��'� �*��(��*����� ��#-�+�2��'�#(�' ��&��&#*���$���' $*#��.���&���#��'�#��$'��$���#!$'#���$*�������*/$'�#��$*��%&�&�#��$% �'�#(�' ��$��#)���&��������*/$'�#��$*���#*�*+/���#*(��$'�����$'#!����$��&��,a���#*$�&�'� �'#*(�$/�'� �#'&�/$� � �$*��&���&��$ $�&�#��$'��*�#��$*��&#��'�#(�' �&#2��#!$����&��*#��'��$/���#'*�*+�#*(9$'��&����'�$ ��/$'�'�#(�*+�#*(�KAX�DKQD�CBbOJBHJL�DKJCE�QUCPCDY�DA�GAE@�Q�MAHO@JBDL�@AMJPc�dIJHCNHQPPY[�LJVJEQP�EJLJQEHKJEL�KQVJ��*2� ��+#��(��&��'$���$/���' $*#����� ���$�$+-���&#��� ��ABJ_L�DKJAEY�QUAOD�DKJ�IOEIALJ�GAE�EJQMCBF�QBM�KAX�CD�� �!� ��#$���� &�(��$*���������������$��'�&�* �$*�0�,+,���������#�,������S�8�'$� $���'#��*��?�8#���� ���*�����<1,�>&��&�'�$'�*$��#�'�#(�'�!����2� ��&#��)*$%��(+��� �#� �#����*���-�%&�'���&�'��� �#*�����'�� $�'���$�UJ�EJPCJM�OIAB�XKAPJLQPJ�HQB�QGGJHD�ABJ_L�QUCPCDY�DA� -*�&� �.��#*(��2#��#����&��'�(�!����-�$/����������LAOEHJL�QBM�HEJQDJM�Q�OBCNJM�MAHO@JBDL�@AMJP�eLJJ�fEQDJB[�gCP[�h�dDEA@LA[�ijkkl[�QBM�Q�EJQMJE_L���� ���$�$+�#�� �#*��$/��*���� ��*��'#� �%��&��&��LIJHCNH�DQLZ�CBLDEOHDCABLc�dIJHCNHQPPY[�CB�LA@J�HQLJL�*#m2���&�$'� � ���&$ ��%&$�2��%�)*$%��(+��# � �#����'� �$*(�!����'��$��*��+'#��*+���������� $�'� �%&�*��&�-�#'��+�2�*��* �'���$* ��$� ���#'�. ������4���$�-�5�6#� #-* #$� '�#��))�(#6� �-� �#��'� #� ��'+�#������$�(�$��)� #, ��'��#�&� �'� �#(�)�� ���� �#-#��'��� #�� �����$#�����'��� #, �.0'-#�+� �#�#�#����$�#� �'��� �� �-�5�6# #���+'-�'����� �� �'��)�*�� ��#�����)�$#�$#(#)'*������(�)�$�-# �'$�+'����#������ �#�7��)� 5�'+�$'��-#� ��-'$#)�� �� �#�$#��+'-.�8�#� )5��-��5�#�#���#����#��'-*#�#���'��7�#� �'��� �� �+'�#� #, ��� #�� �'����$%'�&� ���� ��!�� �� ���#�#�$#�� '��5� �#��9#��$#�����$� ���������#� )5� �#�6#� �'* �'�.


id: gjl-28
author: Lehman, Maggie
title: How Can Teachers Motivate Reluctant Readers
date: 2015
pages: 8
extension: .pdf
mime: application/pdf
words: 6191
sentence: 306
flesch: 56
cache: cache/gjl-28.pdf
txt: txt/gjl-28.txt
summary:
  Consistent with the above explanation, Guthrie and Wigfield (2000) suggest that “reading motivation is the individual’s personal goals, values, and beliefs with regard to the topics, processes, and outcomes of reading” (p. 405). during the large group time, the teacher is able to promote motivation by sharing her interest in reading as well as introducing students to new and challenging books. interactions, teacher behaviors and verbal explanations also impact the literacy environment and student motivation.


id: gjl-2
author: Jackson, Virginie; Shrewsbury, Kinsey
title: Reimagining the Traditional Pedagogy of Literacy
date: 2018
pages: 12
extension: .pdf
mime: application/pdf
words: 8208
sentence: 418
flesch: 54
cache: cache/gjl-2.pdf
txt: txt/gjl-2.txt
summary:
  because of this, teachers should be aware of the text that they are using to teach students literacy skills and they should teach students to critique texts instead of merely accepting them, as early as elementary age. Prior to the study, the pre-service teacher felt very confident in her ability to incorporate technology into critical literacy lessons because of her level of proficiency with the utilization of technology.


id: gjl-15
author: Jackson, Virginie; Delacruz, Stacey; Harry, Dominique
date: 2021
pages: 26
extension: .pdf
mime: application/pdf
words: 8139
sentence: 439
flesch: 48
cache: cache/gjl-15.pdf
txt: txt/gjl-15.txt
title:
  Culturally Relevant Teaching for the 21st Century: The Success and Challenges of Pre-Service Teachers When Using Technology in Critical Ways

summary:
  Findings provided evidence that as pre-service teachers experienced authentic and engaging learning experiences within a supportive space, they emerged equipped to teach in culturally responsive ways that supported student learning and deeper levels of engagement. Rather than recognizing cultural differences as a hinderance to student learning, culturally relevant teaching views those differences as areas of opportunity for learning (Chuang, 2016).


id: gjl-69
author: Crawford, Kathleen; Huling, Heather
title: Building Classroom Community in Elementary Literacy Methods Courses
date: 2023
pages: 9
extension: .pdf
mime: application/pdf
words: 3171
sentence: 135
flesch: 55
cache: cache/gjl-69.pdf
txt: txt/gjl-69.txt
summary:
  Lessons Learned Our implementation of TMT is one that is constantly evolving based on our previous implementations, student feedback, and the ever-changing dynamics of the students in our courses. Threaded throughout, the authors detail specific feedback from students and highlight how TMT has helped students find common ground with one another and made them feel comfortable, cared for, and respected by their instructors.


id: gjl-44
author: Delacruz, Stacy
title: Visual Literacy: A Picture Can Be Worth Ten Thousand Words
date: 2012
pages: 6
extension: .pdf
mime: application/pdf
words: 11625
sentence: 50
flesch: -117
cache: cache/gjl-44.pdf
txt: txt/gjl-44.txt
summary:
  ���$�v�w��� !������!&�/�� '����., +��*1�! ���������� � ��������� � �� ��� ��� ������� ������������� ��������� !�� ��#$#���%�$���!$%� �&%�������'()*+*,-),�(.*,/'0-�1/*�2+*'3**-2�+)�4-5-',+()6�7�� !�� ��#$#���%�8����9�$#���#�!�%$��������&%���� �����$���!�� :�%%����$��9����9���!�� �::���&�%�:�;�:$����!����%���� !�%�8!��#$#�������� !�����!��*,/)2/42*6�<=>?�/@4/+2�(,A-4*�1+00�B+-1�,A+*�/*�/�@3)�C+',34-�/',+B+,D�1+,A�0+,,0-�?-/)+)E�(4�0-/4)+)EFG�()-���� !�� ��#$#���� �������#H7���::�I$�����!�$�9��%��9����!��J�K� ��8�%� ��J:���#���!����� !�� ��#$#���%�8����;� L���#�:�;�:�#��!��%���#�#%��!����� !�J�K� �� �I��#H�7!����� !�� ��#$#���%�8���%&J$%�#��!���������:M�#$#��!�$�J�K� �%��������9�8�:$��� M�%���#�#%��;&��$���:%������ �%%N#$% $J:$��M�%���#�#%��%�8�::H���%���9��!��J�K� �%� �I��#��$�!��% $�� ����#�:$��� M������!���#�:$��� M��;&���J�$��%�8���#$% &%%�#��9�!�8���� �I��%� $�:�%�&#$�%���#�:$��� M��%�8�::H����!���;%�� :��9�� !�����8�%� :�%%��������������H�7!$%�J�K� ��8�%� ��J:���#�8$�!�����%�&#���H�7�� !�� ��#$#���%�9���#��!���8$�!���'0/**4((?�(@�,1-),DOPB-�*,32-),*G�+,�1(302�.-�B-4D�2+@P'30,�,(�?()+,(4�-Q3+C?-),�/)2�'(),4(0�,A-�'0/**4((?6�7!$%�#$% &%%$���:�#����!�:J9&:�� �����#��$��%�8!���3,+0+R+)E�C+',34-�0+,-4/'D�+)�/�4-E30/4�*+R-�'0/**4((?6�����$#���8�%����%��L��&������%�$���#�����J& ! ��* #���������� !��.���!&�/��!*0����%&'�&�-&1*!������# !


id: gjl-42
author: Soares, Lina B.; Draper , Christine A.
title: Close Reading of Informational Texts: Assessment-Driven Instruction in Grades 3-8
date: 2013
pages: 4
extension: .pdf
mime: application/pdf
words: 6714
sentence: 100
flesch: 53
cache: cache/gjl-42.pdf
txt: txt/gjl-42.txt
summary:
  �'�'�<@4662113�5:4<7:26�<4;�01@@1}�51�9:I:@1v�6589:;56?� ��!����#$%&�!u$��!.��(�'������#$%&�$%'��#( �!�'���6=G;=w<4;5�21@:�5745�5:K5�0:4582:6�v@4>�=;�2:49=;G� ������������������������������������������������������������������������������������� ¡¢£¡¤��¥�¦£§̈ ��©�ª�̈  ¡ª�̈§«�¬­ £ª®£§¡�̈©�« ̈ ¡̄  ���������� � ��������� � �� ��� ��� ������� ������������� �������� ! ��* �,!��)�� ���*!���������� !


id: gjl-13
author: Bart-Addison, Samantha; Griffin, Robert
date: 2021
pages: 17
extension: .pdf
mime: application/pdf
words: 7358
sentence: 397
flesch: 49
cache: cache/gjl-13.pdf
txt: txt/gjl-13.txt
title:
  A Structured Literacy Approach to Support Striving Readers in Secondary Grades: Meaningful Transactions through Morphological Awareness and Fluency Building

summary:
  Creating support networks for striving teachers who are working to support striving students—what this piece attempts to do in some small way—is a matter of social justice and more urgent now than ever before (Cochran-Smith, 2020). Because of this misguided assumption about student skill, educators do not recognize they should provide direct instruction in morphology.


id: gjl-41
author: Katz, Anne
date: 2013
pages: 6
extension: .pdf
mime: application/pdf
words: 11367
sentence: 48
flesch: -119
cache: cache/gjl-41.pdf
txt: txt/gjl-41.txt
title:
  The ABCs of Literacy: Creating Excitement About Learning Through Reading, Writing and Poetry in an Early Learning College Literacy Session

summary:
  #�!#� 1*/,MgN�,/0+230h2+7�¡~������~��¢������������������£�c�f�����_���Y�#'�����Y��¤��&�����Y�c����fY����������������������������������������¥�������������¦��������������������Y� � ��X�� �|��#��#�!)#������V!#$��'')(!�!)#Y !(X!#')#�� Y���)�!#X)WW���Y��Y��¤�§!�'�_d�'�X��̈Y�c����fY�T���X!#$�)&�W)����#$&�$�|�©�����#$&�$��!'�(�#����W)�����V!#$�V�]��)�U�#Y�ª������~�����������������ec£f����«¬���Y§���!'���Y���)�!#X)WW���Y��Y��¤�§!�'�_d�'�X��̈Y�c����fY���'')#'�W�)U����(�![�)����(��''�))U|�§) �(�!�V��#������������#�])(�[&����Y��#� ŸY� !(X!#')#�¤�TY�Y� �&U�#�c�V'Yf��­���®~~��~��ª�����¢��������c�)�Y����--7�̄°°±̄ ²̄u7�³+.�́J2Om�µh/,IJ2M7§�����Y��¤��!'�����ZY��Y�c�ee«fY�¶��������������������������������������������������~���~���������������������Y����!U)��|�d�&��§Y���))X�'�d&[�!'�!#$�S)U��#�Y�(S��V����dY��S���[�����Y��¤�̈��!#&'���Y�c����fY�·̧ ¹º»¼½�¾̧¿̧¹¾ÀÁ�»¼�¹ÀÂ»Ã¼Ä�Å�Â̧¹ÀÁ̧¾Æ¿�½Ç»º̧�ÈÃ¾����������������Y����!U)��|���))X�'�d&[�!'�!#$�S)U��#�Y�(̈�##����Y�SY��¤�T�����TY��Y�c����fY�������������~�������������������~�7�³+.�́J2Om�µh/,IJ2M�w2+NN7�))����§Y�§Y�c�eeÉfY����~����������ÊËÌ�����������~����������������������������������������������������~��7�³+.�́J2Om�j1*J,3N0/1�w2JI+NN/J53,�zJJON7 �!) #����#'!&��W)���!���(�Yd�V�X�� Y��¤���'!#'X!��ZY�Y�c����fY�©��()U!#$�'(�))�'|�TU����(��#$�'����(�#�U�X����[!$�V!WW���#(�Y��������������������¦��£c£f���e£_�eÉYd�V�X�� Y��¤���'!#'X!��ZY�Y�c���£fY���'�'��|�T&((�''W&���!���(��!#'�&(!)#����()##�('�'(�))�'��#V��)U�'Y��#��Y��Y��Y� &$�#��dY��!#V�����Y��Y�T�U�')#���Y��Y����#(�)��¤��Y���!'�_d!����c�V'Yf��¥���®������������~����~�����������c��������[))X�)W����S)���$�����V!#$��'')(!�!)#����Y���_��fY�S)UU��(���ZÏ|�S)���$�����V!#$��'')(!�!)#Y��'!#'X!��ZY�Y���&������©Y§Y��¤� !(�)�'��©Y Y�c����fY�P.J�+NN+50/3,�/562+M/+50Nm�w*J5/1N�35M�Ðh+51H�6+00/56�0J�X#) ���(��)���Y������������������������c�f���«É_���Y��'!#'X!��ZY�Y��¤�T�]�#')#���Y�c���«fY�Z����WW�('�)W�Ñ3N0�j0320�2+3M/56m�y�Ðh+51HÒQ3N+M�*JK+�/54J,4+K+50� ���������� � ��������� � �� ��� ��� ������� ������������� �������� �!����!��#$�����������%$��&���#�!'�(���������������)*�+,-./01�2345678714����9�:����;<��=*>%$!?�)#�%��!!@)*�9�;;;:*�27,AB4�C8-5,�-0A678714D�E7B,�A6-0�FGG�C7,H3�I7B�-88�755-3/703J�KLM�NOPQR�>%$!?�)#�%�S�!'�))�!��?��!!@)*TLPUVWXY�ZJ�[\]̂]_J� L̀UaXWb�cdefXcOaUe�fLgfhR�S��%


id: gjl-6
author: Gonzales, Marisa; Griffin, Robert
title: Building Comprehension Through Explicit and Organic Vocabulary Instruction for English Learners
date: 2018
pages: 8
extension: .pdf
mime: application/pdf
words: 5335
sentence: 282
flesch: 46
cache: cache/gjl-6.pdf
txt: txt/gjl-6.txt
summary:
  Reading difficulties and grade retention: What’s the connection for English language learners? Relationship between language skills and acquisition rate of sight words among English language learners.


id: gjl-107
author: Megan DeVoss
title: Models of Instruction for Multilingual Learners: Facets of the ESOL Co-Teacher Role
date: 2023
pages: 11
extension: .pdf
mime: application/pdf
words: 5376
sentence: 288
flesch: 42
cache: cache/gjl-107.pdf
txt: txt/gjl-107.txt
summary:
  Educating English language learners: Assessing English language learners: Bridges from language proficiency to academic achievement.


id: gjl-46
author: Delony, Sheila; Hathorn, Katie
title: Teacher Influence on Book Selection of Third Grade Students
date: 2012
pages: 5
extension: .pdf
mime: application/pdf
words: 9901
sentence: 44
flesch: -109
cache: cache/gjl-46.pdf
txt: txt/gjl-46.txt
summary:
  #�+�$���#����0���������/ ������2+(�!�� �0�������)�/� ���%% ��.%/��#�%%�!�'�.%%�������)�$%#/�� �*%��%������+%#� /�(���+�#���%$�.%%����(�#�!%�,����)�%$�������/ ������2+(�!�� ���������)�#%/( �(%%��/+�.%%���%������#%*+/��,�-��)�0�����+�#!�(()�$%#/�� �%������+%#� /��$%� ���*!�!�'�0��������.%%��0���%�����!�!� �+�� ������ !�'�(�&�(,��((�%$�������/ ������2+(�!�� ���������)���� � ��%�#�%%���.%%��������0���SnIFC�<EZDCW�MJ�IFEGZ�CD?�SdX?odGZ?<�<IN?VW�=�>?CDAK�;A<�#%/��!�'������/*.��%$�/���%0��0% ��+����#�!%��%$���2�,������(()��%����+�'��%$���2�������/ ������%/( �GAC�OA>?�=O<AFF�dX?�@A<KF�CD=C�CD?J�O=GGAC�K?OAK?�A<�IGK?<FC=GKi�pA@?X?<V�FCIK?GCFL�?RYN=G=CEAGF�A;�����/(��&�! �1!�-�/�%������(������-&����4���8�3�'�($���%������ �����������(%���2- ���(&���4��5.�������1 ��-$�%9��4�� :�$$�'��� 3�;�($$��%��������*�������������14(&�*�-���,&����� 9�4��5 3�<=><�<=?@�>A?�BC<�DEFFCD?G�<C�H=?HI�CE<J ?DFK<?�<=?KA�KBHCBDKD<?BHK?D�KB�A?DFCBD?�<C�=CL��ADJ�M=CNFDCB�<>EO=<�<=?N�<C�D?P?H<�QCCID��<=?@�GKG�RCHED�CB�A?>GKBO�FA?R?A?BH?D�L=?B�>DI?G�=CL�<=?@�G?HKG?G�'�(/��4��5 ����/��� ��#��(�%��70$�(%��������+� �����+%� ���4��5����( �(%���� ����(%.


id: gjl-122
author: Szech, Laura
title: Culturally Sustaining Writer’s Workshop for Beginners
date: 2023
pages: 9
extension: .pdf
mime: application/pdf
words: 4373
sentence: 291
flesch: 71
cache: cache/gjl-122.pdf
txt: txt/gjl-122.txt
summary:
  Because students are the producers of the work, workshop teachers do not expect students to work on specific timetables or checklists of skills. Culturally Sustaining Writer’s Workshop for Beginners Laura Szech University of North Carolina – Wilmington, Wilmington, NC ABSTRACT This article presents the implementation of a writer’s workshop as a culturally sustaining practice, allowing students to exercise agency in their learning and writing.


id: gjl-108
author: Scullin, Bethany; Griffin, Robert
title: Expanding Literacy Horizons: Inclusive, Diverse, and Innovative Approaches
date: 2023
pages: 3
extension: .pdf
mime: application/pdf
words: 1343
sentence: 50
flesch: 26
cache: cache/gjl-108.pdf
txt: txt/gjl-108.txt
summary:
  Readers can hope to gain an understanding of how disability ideologies are present in research on inclusive literacy practices, ultimately encouraging educators to consider more inclusive approaches to literacy education. KEYWORDS literacy advocacy; editorial; diversity and inclusion; innovative approaches n an ever-changing landscape of literacy education, it is paramount for educators, researchers, and stakeholders to actively pursue and embrace approaches and strategies that embody our collective commitment to inclusivity, diversity, and innovation (Banks & McGee Banks, 2020; Grote-Garcia & Ortlieb, 2023).


id: gjl-40
author: Szabo, Susan
title: Helping Struggling Readers Track Their Own Learning Growth
date: 2013
pages: 5
extension: .pdf
mime: application/pdf
words: 9712
sentence: 66
flesch: -29
cache: cache/gjl-40.pdf
txt: txt/gjl-40.txt
summary:
  FD2;,�Z[V�\V]RPQ̂�ZV]U[V_��.M*�1�����/��M,`abcd�ef�ghiiijf�klmnopqbrs�attmtuoqs�tvwapo�D2538?9�5?3�:428D�=8:2D5A>�32H2=B+62?:,�xTy_Q]z�T{�|QSW_yUWPTQ]z�}SXU[TzT̂X���M*�1�����/��,~��������~���������������������������������������������������������������������� ������¡¢£�����������¤���¢�����£�¥�¢ ��¢�£�¦§�̈�¢©�¥�����������ª��¥§��£�¥��¦§�̈ ��«�����¢¬�¬­����������� ���¢�����£�¥�̈¢§�����¦§�̈ª®̄°±�²°³́±�µ¶·�̧�¹·º¹¶±́�»¶º�º̧́¼°½²¾ ���¢������£�¥� �¢�§ª®̄ ±́́�̧º́�¿̄́ �̧½±À́º±�¿¶�µ¶·º�Á·́±¿°¶½±Â�̧½¼�À̄ º́́�µ¶·�»¶·½¼�¿̄́ÃÂ�̧±�À́ÄÄ�±̧�̧½µ¿̄°½²�́Ä±́�µ¶·�̧̄ ³́�Ä̧́º½́¼¾�Å¶·�Ã̧µ�½¶¿�ÆÇÈ�ÉÊË�ÌÇÍÎËÏÍ�ÉÐ�ÑÐÒÏ�Á·́±¿°¶½±�°½�¶º¼́ºÂ�¿̄·±�¹·¿�¿̄́�Á·́±¿°¶½�½·ÃÓ́º�Óµ�¿̄́�½̧±À́º¤¢��¬�£�¥�¦§�̈�Ô��� ��£�¥�¦§�̈���¢��¢����§Õ� Õ���̈������������� Ö́»¶º́�×·́±¿°¶½±Ø¾Ù¾Ú¾Û·º°½²�Ǘ ¼̧°½²�×·́±¿°¶½±ÝØ¾Ù¾Ú¾ Ú¾�̧½±À́º�Þ�¹·¿�¹̧²́�À́º́�»¶·½¼ß�¹·¿�̧�à�¶½�°½»¶ºÃ̧¿°¶½�Ä̧́º½́¼�Ó·¿�¼°¼�½¶¿�̧½±À́º�̧�Á·́±¿°¶½Ø¾�̧½±À́º�Þ�¹̧²́�»¶·½¼Ù¾�̧½±À́º�Þ�¹̧²́�»¶·½¼�à�½́À�°½»¶ºÃ̧¿°¶½ �0� �����4648*��!���&�,)( �#�#!,���!#�!����!�n,#!�(�#/�)�o,�#!���#�%,!�!����������!��)��/��o,�#!�����!,#�#�/�� �#!), ��� �)�(��)#�!(!�!�.�',#!����%�!�/����)�(��� �����)��)�!��%�&�'���--�&!����)�(��)#�0�(�#$������)����1�2!)�&$�(��������8*�+����!�)(!,)��&�)&���(&!���!��#��)�������!�'��-�)���#&,##�����-�!��)�(��� �'(!�)�(��0 (����#������3�+(.��)��p)�##��.�1�p�()#��������8��(#�/����(#���&�,)( �� ��)(���(� ,( ���������'��!�/����NSVMKWSN�OKJK�NPLJ\Wci�JKaKbS\Wci�LWM�NV[[LJ\q\Wc�!��)�,���)#!(���� ��-�!��!�r!*�+����!�)(&!����)�(�m(��,��(���/#�!�(&�)#�!��'������/�!�.�!��$�/����)�(��� �!��!�r!*�+�#��!)���#!)


id: gjl-103
author: Lampp Berglund, Alexandra
title: Diverging Ideologies of Disability: A Critique of Literature on Inclusive Literacy
date: 2023
pages: 16
extension: .pdf
mime: application/pdf
words: 8490
sentence: 477
flesch: 39
cache: cache/gjl-103.pdf
txt: txt/gjl-103.txt
summary:
  Inclusive literacy, at its core, seeks to challenge social hierarchies that govern the ways that literacy is conceptualized, and the language used when writing about inclusive literacy should, too, seek to push against these long held institutions in regard to disability. KEYWORDS inclusive literacy; disability; Critical Disability Studies; language ideology eu et al. (2013) wrote that literacy “becomes new every day of our lives” (p. 1150).


id: gjl-104
author: Watson, Tiffany; Maxwell, Nicole; Hartsfield, Danielle
title: Tips for Planning a Successful Author Visit
date: 2023
pages: 6
extension: .pdf
mime: application/pdf
words: 2787
sentence: 137
flesch: 43
cache: cache/gjl-104.pdf
txt: txt/gjl-104.txt
summary:
  Author visits are an exciting way to generate students’ interest in reading and writing. This teaching tip article explains how author visits can support learning outcomes, describes the steps involved in planning a visit, and identifies possibilities to fund a school or campus visit.


id: gjl-128
author: Soares, Lina
title: The Open Mind Portrait: An Innovative Method to Promote Reading Comprehension and Critical Thinking
date: 2023
pages: 7
extension: .pdf
mime: application/pdf
words: 2850
sentence: 164
flesch: 49
cache: cache/gjl-128.pdf
txt: txt/gjl-128.txt
summary:
  Employing visual art projects to promote reading comprehension and critical thinking offers classroom teachers an innovative reading response method to the standard constructed response. KEYWORDS critical thinking; young adult literature;


id: gjl-45
author: Ely, Laura K.; Moore, Jerilou J.
title: Using Interactive Whiteboards to Enhance the Writing Process
date: 2012
pages: 6
extension: .pdf
mime: application/pdf
words: 13277
sentence: 123
flesch: 11
cache: cache/gjl-45.pdf
txt: txt/gjl-45.txt
summary:
  ���%%+��� !����*%���+ ))�D�%(1� �&�#�%)�3!) ���)� ����D��]1�����!��'�\��!��#����$% �&��! ��$��(��&�#����&�**������)� ����D�D�%(1��D�� �&����+��%�+%�� ��� �&���� �!��)� ����D��������]�����1�����%��+1)�+����������(���#�����������(!��%�'�̂� �� ����%+��# ,���� ���� !�����! ��(������������ !����#����$% �&����1 ���!() ���%�!�� �����D�3_( )��,�#�����D��]1�����!���*%����(&����̀�+1)�+�����D�����(���%*�����#����$% �&�*%�������(!��%��R7FM�K<IM�JF<PK�GV�FMK�RL7F78P�HLGIKJJ�7J�<8�KVUI7K8F�# ,�*%��������(&������%�$����D D�&����)� ����D� ��� !���� D��%*�����#�����D�1�%!����! � 7$�%&�0#)%�/*�(#$)� ���������� � ��������� � �� ��� ��� ������� ������������� ������������ !����#����$% �&'����()���*�%+� ���(&,�&%������-(�.�,�#��!���(��,�&���(&���� ����(&���%������(���%*���������� !����#����$% �&���%#�&��� ��/�0�%*�����1 ���!�1 ����!%�!���� ��&�$������#���� ������� !����#����$% �&�# ��(��&����)���%���� �&�/�0�%*�1 ���!�1 ����$�)���&��� ������(���%*� ������� !����#����$% �&�+ &������ ������%�$��+%�� ��&�2� ���#�34567897�:�;9<=7=>�?@A@BC-����� ����(+��%(�� 11� )��D��� �%����%�(��� ������� !����#����$% �&�&(���D��� &��D� �&�#�����D������(!��%�'�������,��+1%�� ����� �%���%�(�������$% �&������ ����� !!


id: gjl-94
author: Parker, Lisa; Malec, Jennifer
title: Beyond the Single Story: Utilizing Cluster Texts to Celebrate Diversity
date: 2023
pages: 11
extension: .pdf
mime: application/pdf
words: 6375
sentence: 439
flesch: 70
cache: cache/gjl-94.pdf
txt: txt/gjl-94.txt
summary:
  KEYWORDS cluster texts; intertextuality; viewpoints; diverse literature ach student enters my classroom with preconceived notions about the year. With slight modifications, text sets can be transitioned into another powerful learning tool, cluster texts.


id: gjl-134
author: Davidson, Kimberly; Williams, Sarah; Lin, Emily; Jackson, Annmarie; Tench, Paula
title: Tips for Organizing a Dyslexia Simulation Workshop for Pre-Service Teachers
date: 2024
pages: 7
extension: .pdf
mime: application/pdf
words: 2933
sentence: 158
flesch: 34
cache: cache/gjl-134.pdf
txt: txt/gjl-134.txt
summary:
  Myths and Stereotypes To ensure students with dyslexia (SWD) are provided with the required education to become literate and succeed, educators must be properly trained to identify (a) the signs of the disability, (b) the effects on student learning, and (c) the proper methods to address learning needs. With such a variety of ideas circulating about dyslexia, it is understandable that preservice and novice D mailto:kimberly.davidson@ung.edu mailto:sarah.williams@ung.edu mailto:emily.lin@ung.edu mailto:annmarie.jackson@ung.edu mailto:paula.tench@ung.edu Davidson et al. 125 teachers would have difficulty recognizing and addressing the needs of students with this condition.


id: gjl-37
author: Harmon, Janis M.; Fraga, Lucretia M.; Martin, Elizabeth; Wood, Karen D.
date: 2013
pages: 9
extension: .pdf
mime: application/pdf
words: 18922
sentence: 131
flesch: -24
cache: cache/gjl-37.pdf
txt: txt/gjl-37.txt
title:
  Revitalizing Word Walls for High School English Learners: Conventional and Digital Opportunities for Learning New Words

summary:
  �������'(�����'�!��'��&�/��'���'���%��� ��)�����!�'��������NO����������0+��PQRS�PTUUV,(��#�� �#%%��#(�%��'� �'���%%&����!�'� �#�'(�M��1�&�� ��%�1��'�&�!%�����1������%������1M��'�'��'��!'�����!��'��)��M���'W��!(���K����1��'����1� %���!(��%�� �(�)(��!(��%�!%�����1�+�F(����1M%�1��'� �MM��M��'�%&��'(��#�� �#%%�!��-����� �����!'�K�%&����(�%M��)�'�!(����M��K� ������ �K�!-�%�&����'��!'���+������21M%������'(������K��'�)'�������'(���������'(����'��!'�K��#�� �#%%����'��!'���%���1�#��$�#�'(���K��'(�)� ���'� ��'���X�1���� �(���!�%%�)����/���N0����� �'('��'� ��'��#(��#������))� ����'(����'��!'�K��#�� �#%%����'��!'����!Y���� � ��M����� ���'� ��)�����#�� �1����)��� ���'��� �'(���$��#%� )���K������2'�� � �M���� ����'�1�+�Z�1M����'�����'(����'��!'�K��#�� �#%%����'��!'����1������ �'(����'������������!'�K��K�!-�%�&����'��!'����1��'���� �M��K����%&WW�'� ��'����))� ����1�%'�M%���1����)��%�����!'�K�'����#�'(�'(��#�� ��#(����'(�&�1 ��M�����%�!����!'�����'����%�#��% �MM%�!'���������K���'&����#&����K�%K��)�!�%����K���%���� �#��''���!��'�2'�+����'(��1��������'(������K��#����'(�������!(����K�!-�%�&� �K�%�M1��'���� �K�����%��������F�� �� �(���!�%%�)����/����0���1�%�%&���'� �'('�����!'�K�����'��!'������!%� � �'(����%%�#��)[�/�0�!'�K����))�1��'����#�� �%�����)�'('������� �1�%'�M%���2M�������� �1����)��%����O�/�0���������2M%�!�'���!���% � ����'��!'����-��'�'(���������!��'�2'�!%����� �#�� �%�K�%��%&���O�� �/�0���'�)�'�������'�!(��%�)&���������%��1�'�K'��)�'��%�����-��% ��)���'���)���#�� �$��#%� )��-��+\]̂_RT̀ âb_�PQRS�PTUU�ĉdSe��������'� &����#�� �#%%���#��!%���%&��21��� �'(����������f� ����1�-�%��%�����)� �K�!�������M��1�'��)�K�!-�%�&�%�����)�#�'(�(�)(��!(��%���)%��(�%������+�����M��K����%&�1��'���� �#���$� �'#��Y���'����[�F('��� ���'� ��)�� ���g��(�)(��!(��%��'� ��'��(K��-��'�����)��f� ��'��%����K�!-�%�&h���'(����� �������!�����K�!-�%�&�!(��K�1��'�����g��(�)(��!(��%��'� ��'������)�!��K��'���%���'��!'�K��#�� �#%%��K������ �)�'%�#�� �#%%�hi_̂jQS,#��'&W'#��(�)(��!(��%��'� ��'�����)� ������������ ����M�'�!�M'� ����'(����2W#��$��'� &+�,(���� �'� ��'��#��������%%� �����g��!%�����1��'�)('�-&�'(���1��'�!(�������,�'%�����!(��%�%�!'� ����g��'(�k4956?A�l4m?=n�l>�?9=B46�5:4�E6=5�64=4?6<:�oG4=58>9�<>9<46989@�=5G3495=J�G9346=5?9389@=�?p>G5�G=89@��f� ��'��%������#�#�� ���#��!�� �!'� ��� �K� �%���'��K��#��#�'(�'(���'� ��'��-�'(�-������� ��'���'(�����'��!'���%���'��K��'����+�F��%����21��� ��'� ��'�#��$� �K�%�M� ����1�'(��#�� �#%%�!'�K�'������#�%%�?=�5:4�54?<:46J=�64q4<58r4�s>G69?A�9>54=n�l>�?9=B46�'(����!�� ������!(�Y���'����-��'� �������!������K�!-�%�&�!(��K�1��'�-�'#����'(����'��!'�K��#�� �#%%������)��'� � �-�%%�'���-�� ��K������'(�� �)�'%�#�� �#%%���#�� 1����'��� �'�!(��W �K�%�M� �r><?pGA?6t�54=5=�;>6�74?=G689@�=5G3495=J�u9>BA43@4�>;�'(��'�)�'� �#�� �����'(��%�������M��K� � +��'��� 1����'����)�'(��M��W��'��K��#���#��!�%%�!' 2013 Spring GJR Full Issue.pdf ���������� � ��������� � �� ��� ��� ������� ������������� �������� !�#$%&'&�()*+*&�,-!.#%&)#/0�!(1&-�2)*(%3$�45678579�:6;5�<=5�;=64458>5�?:�9@AB4<685?B94C�6;DB@7@8>�<=5�6;6E5A@;�468>B6>5�?:�9;=??4�F=@45�GB@4E@8>�<=5�H?;6GB467C�G695�?:�6�A6<B75�756E579�68E�468>B6>5�B9579II<=6<�@9��=@>=�:75DB58;C�F?7E9�:?B8E�%)��'-%&J/�!K�J&LJ3�)1�M)!N)�O/�,-!.#%&)J�-&1&-3P��85�Q67<@;B4674C�B95:B4�;46997??A�<??4�<=6<�9BQQ?7<9�H?;6GB467C�45678@8>�@9�<=5�F?7E�F644R�S=@45�<76E@<@?8644C�699?;@6<5E�F@<=�Q7@A67C�68E�545A58<67C�;46997??A9��<=5�F?7E�F644��@:�@AQ45A58<5E�6QQ7?Q7@6<54C��A6C�Q?<58<@644C�6@E�<=5�H?;6GB467C�E5H54?QA58<�?:��8>4@9=�45678579R��8�<=@9�9<BEC��F5�;?AQ675E�<=5�B95�?:�E@>@<64�F?7E�F6449�<?�<F?�759567;=IG695E�@8<576;<@H5�F?7E�F644�:?7A6<9�F@<=�=@>=�9;=??4��8>4@9=�45678579R�S=@45�F5�:?B8E�8?�E@::5758;59�@8�F?7EIA568@8>�6;DB@9@<@?8��<=5�45H54�?:�58>6>5A58<�F69�=@>=57�F=58�9<BE58<9�Q67<@;@Q6<5E�@8�<=5�E@>@<64�F?7E�F644�:?7A6<�F=575�<=5C�E5H54?Q5E�H?;6GB467C�H?E;69<9�B9@8>�T=?<?9<?7CR��44�<=755�@8<576;<@H5�F?7E�F644�@89<7B;<@?864�<5;=8@DB59�675�E59;7@G5E�@8�<=@9�67<@;45R�UV�W�XYWZ[Y\�]̂�_̀abcV[�dẀaeWaY�dYW\̀Y\V�f_ddVgh�i�j̀]k�X[WX�l]ZWmebW\n�oYlYb]pqỲX�cV�Z\cXcZWb�X]�X[Yc\�WZWoYqcZ�VeZZYVVr�sXeoỲXV�ỲXY\�qn�ZbWVV\]]q�̂\]q�Wbb�]lY\�X[Y�k]\boh�kcX[�lWVXbn�oĉ̂Y\ỲX�bYlYbV�]̂�_̀abcV[�bẀaeWaY�WmcbcXcYV�WV�kYbb�WV�oĉ̂Y\ỲX�YoeZWXc]̀Wb�mWZja\]èoVr�t̀ Y�X[c̀a�X[Yn�Wbb�[WlY�c̀�Z]qq]̀�cV�X[Y�̂\eVX\WXc]̀�X[Yn�̂YYb�kcX[�X[Yc\�bcqcXYo�l]ZWmebW\cYVr�t̂XỲh�_ddV�[WlY�W�ZbYW\�èoY\VXẀoc̀a�]̂�W�aclỲ�Z]̀ZYpX�meX�o]��̀]X�[WlY�X[Y�k]\oV�X]�Yup\YVV�X[cV�èoY\VXẀoc̀a�c̀�_̀abcV[r�vn�p\]lcoc̀a�_ddV�kcX[�l]ZWmebW\n�VX\WXYacYV�X]�Z\YWXY�qYẀc̀a�̂\]q�̀Yk�Ẁo�è ŴqcbcW\�k]\oVh�kY�W\Y�[Ybpc̀a�X[Yq�X]�Zb]VY�X[cV�aWpr��@w��=@>=�9;=??4��x��<56;=57 y%z{3�|&33*&�J!�J&#$�'!#O+(-/�&KK&#J%'&(/�J!��8>4@9=�45678579�@9�?85�<=6<�=69�G558�<=5�<?Q@;�?:�A68C�759567;=�9<BE@59�}5R>R���B>B9<��~674?�� 7599457���x8?F���������@<w>5764E���������@A585w���67;@6����T5679?8�������� 6>C��������68E�?85�<=6<�759?86<59�F@<=�A68C�<56;=579�?:��8>4@9=�45678579R��9�F@<859959�<?�<=5�;=64458>59�<=6<�6�4@A@<5E�H?;6GB467C�Q46;59�?8�<=595�9<BE58<9�?8�6�E6@4C�G69@9��<=595�<56;=579�B8E579<68E�<=5�855E�<?�Q7?H@E5�5::5;<@H5�@89<7B;<@?8�:?7�GB@4E@8>�F?7E��8?F45E>5R��8�<=@9�67<@;45�F5�E59;7@G5�6�9<BEC�F5�75;58<4C�;?8EB;<5E�<?�E5<57A@85�J$&�&K.##/�!K�!)&�J%|&�$!)!-&1�%)3J-+#J%!)(�,-#J%#&0�<=5�F?7E�F644��69�6�F?7<=F=@45�@89<7B;<@?864�<??4�:?7�9BQQ?7<@8>�F?7E�45678@8>�F@<=��8>4@9=�45678579R�S5�B95E�<=755�H67@6<@?89�?:�F?7E�F6449�@8�<=5�9<BEC��F@<=�644�<=755�A67�5E4C�E@::5758<�<=68�<76E@<@?864�H579@?89R�~?8H58<@?864�B95�?:�F?7E�F6449�@8H?4H5�<=5�<56;=57�9@AQ4C�Q?9<@8>�Q75H@?B94C�<6B>=<�F?7E9�?8�6�F644�@8�<=5�=?Q5�<=6<�<=5�955@8>�<=5�F?7E�F@44�75A@8E�9<BE58<9�?:�F=6<�<=5�F?7E�A5689�68E�=?F�<?�B95�@<�@8�6�958<58;5R��=5�<=755�E@::5758<�H579@?89�?:�F?7E�F6449�F5�B95E�@8�<=5�9<BEC�F575�E59@>85E�<?�A55<�<=5�855E�?:�?4E57�45678579�68E�F575�=@>=4C�@8<576;<@H5�68E�9<BE58<�;58<575ER��F?�?:�<=5�F?7E�F644�H67@6<@?89�B95E�9<68E67E�;46997??A�GB445<@8�G?67E9�F=@45�<=5�<=@7E�?85�F69�6�E@>@<64�H579@?8�?:�<=5�F?7E�F644�B9@8>�<=5�A?G@45�45678@8>�E5H@;5��<=5�@T?ER��8�6�;?89<68<4C�;=68>@8>�E@>@<64�@8:?7A6<@?8�6>5��@<�@9�@AQ576<@H5�<=6<�F5�6E6Q<�5�@9<@8>�Q76;<@;59�<?�85F�<5;=8?4?>@59�<?�6;;?AA?E6<5�<=5�85F�4@<576;@59�?:�<=5���9<�;58<B7C�}�8<5786<@?864��56E@8>��99?;@6<@?8��������T67<8579=@Q�:?7���9<�~58<B7C�x�@449�������R�S@<=�@8;7569@8>�5AQ=69@9�?8�<=595�85F�<5;=8?4?>@59��F5�F575�59Q5;@644C�@8<5759<5E�@8�<=5�5::5;<9�?:�B9@8>�6�E@>@<64�:?7A6<�:?7�<=5�<76E@<@?864�F?7E�F644�6QQ7?6;=� �����������������������������������̂]\�������������� ¡¡¢����������£¤�������¥¦§̈©¦̈ª«��������¬¡­®̄­°±¡­²¢����²­³�́±µ±°²¢���¶··¡̧°¹­±°±̄º���»¡̧�����¼̄ ²̧­±­µ����½¦¾���¿¡̧³ºÀÁ�ÂÃÄÅÆ�ÇÃÈÉÊÄË�ÌÍÎÈÏÐÅÃ�ÑÈÃÒÃË�ÏÌÅÓÃÀÏÐÇ�ÉÃÈÐÅÄ�ÃÄÔ�ÕÃÈÏÄ�ÖÊÊÔ ���������� � ��������� � �� ��� ��� ������� ������������� ��������� !�� �#��$ � !


id: gjl-164
author: Williams, Lunetta
title: Text Considerations to Motivate Boys to Want to Read
date: 2024
pages: 5
extension: .pdf
mime: application/pdf
words: 2062
sentence: 117
flesch: 56
cache: cache/gjl-164.pdf
txt: txt/gjl-164.txt
summary:
  One strategy that can enhance reading motivation among boys is providing access to books with particular text considerations that are mentioned in this article: a) topic, b) genre, c) series, and d) text layout. Disrupting the ‘boys don’t read’ discourse: Primary school boys who love reading fiction.


id: gjl-43
author: Nivens, Ryan; Meier, Lori; Brikell, Michael; Dwyer , Edward J.
title: Integrating Mathematics and Reading Fluency Instruction in the Primary Grades
date: 2012
pages: 6
extension: .pdf
mime: application/pdf
words: 14066
sentence: 94
flesch: -31
cache: cache/gjl-43.pdf
txt: txt/gjl-43.txt
summary:
  ��!���������������$�������('���=�&'#� �#�('(&��'�=������$���#���!����'�#'����!����(��#�����(*$)����(�,����##���'��'� !'#$��(���? ���$#�����)�'��(�(���� �!*'!�����!��#�(�*'!����$#����,�������������������������������������������������������������������������������������?��!����!��*'!� $ �������=�� �'�'�' ��#�*!'��������Z���opq�rsstuqvv�wxyz��'!�#!�%�=&���$#���,�D51�-8a1�34�F53.3E3F810�E5696E.19-�E62�J1�16-8GH�60�/-.10�/-82L�.51�a33;�416./91�32�6�E3F819T�P96H32-���#��'�%'!}��$���=����!�������!}�!��*'!��')'!�(�.51�:L/91-�/2G1--�.51�:L/91�8-�719H�-;6GG�39�-F1E8:E�#����)����������!&,����!�)� !'#$���'�($�#�)�����!�� !�����#�=�)'%��#��!��'��)�����#��'�%'!}�(�%����opq�rsstuqvv�wxyz��� ���%���������)=,��'+�!�%��(��� � �!��'� �'�'�' &����� $ ���'$�)���,���($)�!��' &�%��(��� � �!����.33�_8;-HT��3/�E62�L1.�JH�̀8.5����GJT�F6F19�J/.�8.�8-�'�����#$!�=)�,��*���$#�����!��#!�%�(�����!�'%� $ �����%���$((����$��(�!�($)�!�%�����#!�%�(�'!��' &� � �!��#������!��*�!�����#!�%�(�*'!����� $ ���$��(���()$������}��'���������)=,� � �!,�@��������#+���=)��=���$�����$#������#��'���}����+�!�)������ ���=�*'!������)�(�'���#!�%�(�%����5̀8E5�.51H�691�-6.8-:10T����278.1�.51�-./012.-�.3�E3G39�.51�:L/91-�.56.�̀ 8GG�=��'������� $ ���,�{���!�� �!*���)&��'����%�����$)��<�')'!�#�����)��%�'����')'!��#'�'��!����=)����'���������%�)#,�?! ��'!��#� �!���*'!������'*��������!����!�,�@�����$#���� !�����������!� �!����#�%������&��#�����!�!��#�(��'����#���!�������&��!��!��#&�����&�!��'!#�������!� �,�@���!��#�(��'�������=����')#�!���$#����������!�����!$���'�)�����������'!� �!���+')$���!,���#�(���)�!��'!#�!��$�����������)&� $��{|<�����%'!}��+�!&�%�)),�{����}���� !'*����'�)�)''}�(�)�=�)�%������������'*��������'!��������Z��='Z,���=�)���}�(� !'(!�����$����������'�� !'#$��#�=&����'!


id: gjl-100
author: Bintz, William
title: Reading-Aloud to Children: A Cautionary Tale with Recommendations for Success
date: 2023
pages: 21
extension: .pdf
mime: application/pdf
words: 8993
sentence: 963
flesch: 76
cache: cache/gjl-100.pdf
txt: txt/gjl-100.txt
summary:
  Over the years, I have conducted hundreds and hundreds of read alouds in K–12 classrooms and in my own graduate courses. Reading Aloud with Older Readers.


id: gjl-124
author: Lee, Ebony
title: Moving Writing Forward Through Peer-Critique Partners
date: 2023
pages: 8
extension: .pdf
mime: application/pdf
words: 3733
sentence: 231
flesch: 58
cache: cache/gjl-124.pdf
txt: txt/gjl-124.txt
summary:
  Moving Writing Forward Through Peer-Critique Partners Ebony T. Lee Clayton County Public Schools, Jonesboro, GA ABSTRACT The author describes a simple yet impactful cycle for cultivating greater engagement and agency among students during the writing process. Feedback is found to “increase [students’] effort, motivation, and engagement and reduce the discrepancy between the current status and the goal” (Hattie & Clarke, 2019, p. 3).


id: gjl-137
author: Whitaker, Adam
title: Igniting the Fire Within: Culturally Relevant Expository Writing
date: 2024
pages: 12
extension: .pdf
mime: application/pdf
words: 4643
sentence: 320
flesch: 54
cache: cache/gjl-137.pdf
txt: txt/gjl-137.txt
summary:
  He suggested that using popular culture music and communication practices congruent with the lives of students increased students’ writing capacity. The next step in engaging in relevant instruction involved assessing student writing interests.


id: gjl-125
author: Swift, Sharon; Barker, Kim
date: 2024
pages: 11
extension: .pdf
mime: application/pdf
words: 3655
sentence: 267
flesch: 40
cache: cache/gjl-125.pdf
txt: txt/gjl-125.txt
title:
  Ten Quick and Easy Ways to Enhance Early Literacy Instruction: Tips from a School Occupational Therapist

summary:
  Classroom activities that promote fine motor skills include using tongs to pick up and sort items, shape punchers to create artwork, and building blocks. Helpful reminders or cues support independence and confidence during literacy activities.


id: gjl-143
author: Davis, Amy
title: It's Time for a "Brain Drain!"
date: 2024
pages: 4
extension: .pdf
mime: application/pdf
words: 1455
sentence: 83
flesch: 54
cache: cache/gjl-143.pdf
txt: txt/gjl-143.txt
summary:
  This article highlights a strategy called Brain Drain, which teachers can set up as an activity that will help students access their prior knowledge, connect new learning, and have an opportunity to discuss and build upon this learning with peers. KEYWORDS schema theory; collaborative learning environment; social interaction; long-term memory integration eachers have the formidable task of planning strategies that will foster a collaborative learning environment and help students acquire, retain, and recall information.


id: gjl-131
author: Griffin, Robert; Scullin, Beth
date: 2023
pages: 3
extension: .pdf
mime: application/pdf
words: 1364
sentence: 49
flesch: 27
cache: cache/gjl-131.pdf
txt: txt/gjl-131.txt
title:
  Bridging the Divide: Advancing the Science and Art of Teaching Reading in Diverse and Inclusive Classrooms

summary:
  The content serves not just as a timely response to ongoing debates in literacy education but also as a catalyst for future innovations that harmonize the science with the art of teaching reading. KEYWORDS science and art of teaching reading; diversity and inclusion; multimodal literacies s we usher in the fall season, we are reminded that the landscape of literacy education, much like the leaves that are metamorphosing around us, is in a constant state of change.


id: gjl-35
author: Stover, Katie
title: Middle School Literacy Coaches: Perceptions of Roles and Responsibilities
date: 2013
pages: 9
extension: .pdf
mime: application/pdf
words: 20700
sentence: 95
flesch: -99
cache: cache/gjl-35.pdf
txt: txt/gjl-35.txt
summary:
  �('� �� �����!*�_'�(���!��#'$ ��%'��!(�� ��� ���()�����#�����'�(�%�('�!�! �� �)�'���� ��/�! ��B$:��9(�fgh��&���$��$:��%��?$'<�$'�����9� ���: �%$�������� ��!��8$#$'<�2*K510).+)351�7*00510P�,5+,-31GP�+12�2*I.3*N1GX�i1*������� !�'�9$9��$:��%��?$'<�#$���9(�%$�������� � �'#� !�'�:����$:��@��$'#���� ��'� ���<�'$S$'<�8��$�= �!��<��: ��'#��'�9(S$'<�� � :�'�#��;������� ��������!9�''�#�����99���#���$'����&��:��&���%�$�'�#�$9(�9�<��8������!��$�#��&��'��:�'��#�!$�$'<�-5F�)-*�73)*.+,R�,5+,-*0/�)3K*�F+0�+775,+)*2X�j5F*O*.P��'9(��'���&����9$����(������� �!��8$#�#��$ �#����'#���!���#�����99���$�'��&�����$:��� �&�99�% k�l��f���=� ���'#=�$'<��&��$9$�$'<������'�9(S$'<�� � :�' l������=� �!9�''$'<�!��&� $�'�9�#�8�9�!:�'l������=� �$'��9� ���: l���m���=� �$'���:�:��$'< ����#$ �= $�' �%$�������� l��gn���=� �%�$$'<�9� �'�!9�' l���n���=� ���'#=�$'<�!��&� $�'�9�#�8�9�!:�'�l��n���=� �$'�:��$'< � =���� � �&&�:��$'< ����9$����(���:�:��$'< l�on���=� ���<�'$S$'<��'#�#$


id: gjl-193
author: Griffin, Robert; Scullin, Bethany
title: Beyond the Page: Reimagining Literacy Across Media, Cultures, and Classrooms
date: 2025
pages: 3
extension: .pdf
mime: application/pdf
words: 1530
sentence: 60
flesch: 36
cache: cache/gjl-193.pdf
txt: txt/gjl-193.txt
summary:
  This issue explores a mix of literacy practices, from digital texts and AI tools to dialect use and blending across different genres and fields. Drawing from current scholarship in new literacies and multiliteracies, Cobb challenges the assumption that today’s children are digital natives naturally equipped to navigate digital content.


id: gjl-179
author: Griffin, Robert; Scullin, Bethany
title: Empowering Readers: Student-Centered Strategies for Literacy Success
date: 2024
pages: 3
extension: .pdf
mime: application/pdf
words: 1364
sentence: 61
flesch: 37
cache: cache/gjl-179.pdf
txt: txt/gjl-179.txt
summary:
  The authors draw on decades of phonemic awareness research to offer teachers a continuum for introducing increasingly complex words for students at different levels of decoding skills. Their T mailto:rgriffin@westga.edu https://orcid.org/0000-0002-3128-7687 mailto:bscullin@westga.edu 2 Georgia Journal of Literacy 46(1) genre-blending technique invites students to explore topics across different literary forms that enrich their comprehension and analytical skills.


id: gjl-106
author: Bintz, William P.; Moini Chaghervand, Shabnam
date: 2023
pages: 18
extension: .pdf
mime: application/pdf
words: 7682
sentence: 825
flesch: 70
cache: cache/gjl-106.pdf
txt: txt/gjl-106.txt
title:
  From Motivation to Inspiration: Using Picturebook Biographies to Inspire All Learners, Especially English Language Learners

summary:
  It then describes the power of picturebook biographies to inspire all learners, especially ELL learners. It ends with final thoughts and an invitation for teachers to hear new voices and start new conversations about the importance of using picturebook biographies to inspire all learners.


id: gjl-102
author: Walker, Sharryn; Walker, Maggie
title: A Passion for Fashion: Studying Fashion through Children’s Literature
date: 2023
pages: 11
extension: .pdf
mime: application/pdf
words: 4770
sentence: 328
flesch: 58
cache: cache/gjl-102.pdf
txt: txt/gjl-102.txt
summary:
  Both books share her use of color in fashion design, mainly “hot pink.” Walker & Walker 27 Strategy Suggestion: The Fashion Zine Students can practice their skills of writing, revising, editing, and illustrating fashion design from history by creating a fashion zine.


id: gjl-169
author: Bintz, William P.
title: Combining Picturebooks and Poetry as Blended Genres to Teach Life Science
date: 2025
pages: 14
extension: .pdf
mime: application/pdf
words: 5882
sentence: 644
flesch: 60
cache: cache/gjl-169.pdf
txt: txt/gjl-169.txt
summary:
  Chats with science teachers II: Science and poetry. I hope this article will inform and inspire ELA and science teachers to use blended genres of picturebooks and poems as an instructional tool not only to teach life science, but also earth and space, and physical science.


id: gjl-141
author: Scullin, Beth; Griffin, Robert
title: Integrating Conventional and Innovative Practices: Enhancing Literacy Education in Diverse Contexts
date: 2024
pages: 3
extension: .pdf
mime: application/pdf
words: 1330
sentence: 52
flesch: 26
cache: cache/gjl-141.pdf
txt: txt/gjl-141.txt
summary:
  Both research articles highlight the importance of using solid, evidence- based research to develop literacy practices that are effective and inclusive. Cultivating Empowerment Through Inclusive Literacy Practices Four practitioner-oriented articles follow the empirical pieces, the first two of which center on inclusive and empowering literacy practices.


id: gjl-39
author: Soares, Lina; Newkirk, April
title: DECAL: A Strategy for Collaborative Literature Discussions
date: 2013
pages: 9
extension: .pdf
mime: application/pdf
words: 21885
sentence: 140
flesch: -38
cache: cache/gjl-39.pdf
txt: txt/gjl-39.txt
summary:
  #(#)*� �;�;&�����(� *�'��'�� ����#�$��T���#��%��'��$#(������'*)��'����(��*��'�������'�#��rG@AKEHLE�CGH�MEuEjB�@G�B?EFM�M@KED�CD�NCMBFjFNCGBDO�{|}}�,~�}�56789�0/�8��03/Y��#�#'#�'�� �<���#��'��% ������;�������#;� �;��'�)�'��=� �!#�$����%�)*������(#�$�&�������(#�*� :��)(#��)�'�'�'��'#;��� �''�)�=��������(��'�$��)���'*)��'��'��=* :�$�������%��'���!�* )�&��'�&��)�'��;#��)�&:�'�����)���=�����'*)��'�+������*��������=�'#����'#% ���'�����%�)*����!�����(#)�)�����������*����� :�������'�)�&:�!� ��% ������)��;� �$��*��#��'�*%'#���'�����(#)����$��)*� ��� ������=��������#&# #':�S��������v��� �$�����ẁ�U+�\*&��t*��' :��'#�����%�)*���� �!��=���'��%����'��;�(��=��;�'��%��RjEGBEMEH�HFDjJDDF@GDq�FG�A?Fj?�B?En�j@GBM@K�B?E�u@A��=��%'#(#':��'������)��'��%����#��!#%��������#&# #':�#��;�����t*� :�����)��'��;�����'*)��'R%��'���)��'��%���#��!#%��'*)��'��'�]����#;��:��������#&# #':+�zG�CHHFBF@Gq�B?E�DFLGFhjCGB�BEMyD�i@M�ECj?�j@yN@GEGB��=� �<���;�:�&���)>*�'�)�=����*��������=��'�'�R;��)�'�)� ����#�$��&>�%'#(�����)�$��)�� �(� ���t*#��;��'�+�Y��# *�'��'�� �<���#���%'#����!���(��NM@IFHEH�E�jEMNBD�@i�PEDDQD�FGBEMCjBF@GD�AFB?�?EM��'*)��'��'�'�!����%��'*��)�)*�#�$��*���&���(�'#���IFDFBDO�fKK�DBJHEGBDQ�GCyED�iM@y�PEDDQD�jKCDDM@@y�CME����*)��:;�+��3-|�7-.}}��/}�4~��03/\'������+������&�$���'��#��'�*%'#��� �*�#'�&:����(#)#�$���%��'*)��'�!#'�����)�*'��=�;�'��#� �+���%*�#�$����'���������������������������������#��'�#����)�*'��������)#�� �:�)�'��$*#)��S����Y�& ���U�=�������'*)��'��'��(#�!�*�#�$�'���(�# �& ��'�%�� �$:�#��'��% ������;+�\��'���#�'��)*%�)�'���'��'�$:�gn�hMDB�HFDjJDDFGL�B?E�yECGFGL�@i�ECj?�KEBBEM�FG�B?E�!��)� �<�����)�'���=� �!�)�!#'�����T� ���'#����=�'��%�;�����'��'�'�%�;��#���'���'��'�$:+�Y�����#�'������(��'�$��)���'*)��'��������*��)�'��=� �!#�$�)��%�#�'#����#����)���=���'�;�'��*�)���'��)�'��%�;�����'���=� �<��̂�5���������'�� ��#$��!#%�DFLGFhED�B?E�BE�BJCK�i@JGHCBF@G�B?E�CJB?@M�?CD�jMECBEH�'��'� �'���'��:s�6���������'���T'���#������)�#�(� (������%������'�'���t*#����'*)��'��'���T���)�'�#��]��! �)$����)��T� ����'��'�T'�=*�'��s�7���������'��<����%'#����������)����;�]������%#�'#����!#'�'��'�T's�8�MENMEDEGBD�fJB?@MQD��BMJjBJME�CGH�i@jJDED�@G�CJB?@MDQ�EKEyEGBD��CGH�9���������'�� ��$*�$����)�#������T�;#��'#����=�'��;��:�=*�%'#�����=� ��$*�$�+ ���������� � ��������� � �� ��� ��� ������� ������������� ���������� ! ���# � ������������������*# ��3���!�����.�!�����������$(�3!3�)���#���$�(����$� �.


id: gjl-121
author: Riddle, Heather
date: 2023
pages: 7
extension: .pdf
mime: application/pdf
words: 3341
sentence: 161
flesch: 34
cache: cache/gjl-121.pdf
txt: txt/gjl-121.txt
title:
  Assessing Language and Literacy of Students with Developmental Disabilities and Complex Communication Needs

summary:
  Since many students with disabilities are already in the mainstream classroom and there appears to be a move toward increasing inclusivity, accurate literacy assessment of students with developmental disabilities and complex communication needs is crucial to facilitate their reasonable participation in general reading instruction. Assessing Language and Literacy of Students with Developmental Disabilities and Complex Communication Needs Heather S. Riddle University of North Georgia, Dahlonega, GA ABSTRACT Students with developmental disabilities and complex communication needs are impacted by assessments that may not show their ability or address their needs.


id: gjl-183
author: Alexis Lawton
title: Leveraging AI to Enhance Literacy in Students with ASD: Insights and Applications
date: 2025
pages: 13
extension: .pdf
mime: application/pdf
words: 6446
sentence: 336
flesch: 37
cache: cache/gjl-183.pdf
txt: txt/gjl-183.txt
summary:
  Many tools are not explicitly designed for ASD students, limiting their applicability for certain needs. Drawing on both research evidence and clinical practice, the paper highlights how AI tools can offer personalized, adaptive learning experiences that promote key literacy skills such as reading fluency, vocabulary acquisition, and writing organization.


id: gjl-130
author: Bintz, William P.
title: Reading-Aloud as Complex Art, not Simple Activity: A Cautionary Tale, Part II
date: 2024
pages: 14
extension: .pdf
mime: application/pdf
words: 6597
sentence: 478
flesch: 65
cache: cache/gjl-130.pdf
txt: txt/gjl-130.txt
summary:
  Then, I briefly review research on reading aloud, highlighting five major categories: picturebooks, picturebooks and reading aloud, research on reading aloud, reading aloud picturebooks to older readers, and reading aloud to emergent bilingual students and special needs students. (Bader, 1976, p. 1) Picturebooks and Reading Aloud Traditionally, reading aloud has been associated with picturebooks, often referred to as children’s literature.


id: gjl-200
author: Sharpe, Sarah
date: 2025
pages: 17
extension: .pdf
mime: application/pdf
words: 8041
sentence: 426
flesch: 40
cache: cache/gjl-200.pdf
txt: txt/gjl-200.txt
title:
  Teaching Thinking for Reading: Merging Executive Function, Structured Literacy, and Asset-Based Practices

summary:
  By intentionally integrating these approaches into daily instruction, educators can scaffold student thinking, foster independence, and build stronger connections between learners and the texts they encounter. This work represents not only an instructional shift but a broader call for equity-driven literacy research that affirms student identities and advances reading as a cognitive, cultural, and justice-oriented practice.


id: gjl-47
author: Cuevas, Joshua
date: 2012
pages: 10
extension: .pdf
mime: application/pdf
words: 24151
sentence: 251
flesch: 24
cache: cache/gjl-47.pdf
txt: txt/gjl-47.txt
title:
  Schema and Scaffolding: Testing Advance Organizers’ Effect on Secondary Students’ Reading Comprehension

summary:
  ��-��� �*�#) ��� �)*��*�!(��#!(���)*�-���#�$�+�-�-��*(!��@#*��-���*�'�#)��#)�� (*�) ����*#)'�!��-��+�)�#�)%HIJIKL�MLNLOKPQ��!�(������*#)'�� (*#����)�+#'+��!+���� (*�) ����������������� #?�� ��� (*#����)�$�()'���!+#*��)��)*�!��'��� (*�) ��� +����#����-���--�� ()# $�,��������������!+�#)� +������%��( (���������!+��+�(*��> �)*� +��!�����)*�()#,�������( ���,� +#��� (*$��$� �� #)'�01R045/�3.E049F/.7�S926�0�S91/.�R0.9/2T�3;�U92/.02C./V�W(���X(�) �������!+�!�(*��>-����@+� +����*?�)! ����� ����� ���*((���$����� �����%&��� ��%&!���&�%&'� &$�(��$%��%&�GA7�56�2=I2BC�=7�F679=AB�=7�;6AH=7I�G3<N;62671=37�A7H�H6>6B3N<679�ytB:A11=D�noopq�r;3<


id: gjl-198
author: Reed, Jolene; Miller, Melinda
date: 2025
pages: 6
extension: .pdf
mime: application/pdf
words: 3129
sentence: 199
flesch: 68
cache: cache/gjl-198.pdf
txt: txt/gjl-198.txt
title:
  Mentor Texts as a Bridge to Independent Writing: Supporting Young Writers Through Sentence Imitation and Craft Study in the Elementary Classroom

summary:
  The article provides practical, developmentally appropriate examples for teaching students how to analyze and mimic writing moves of professional authors. It also illustrates how mentor texts can be used to teach students to craft engaging leads and build narrative depth.


id: gjl-163
author: Soares, Lina; Ameduri, Ali
title: Authoring Counter-Narratives: Showcasing Student Voice through Critical Stance
date: 2024
pages: 7
extension: .pdf
mime: application/pdf
words: 3865
sentence: 219
flesch: 63
cache: cache/gjl-163.pdf
txt: txt/gjl-163.txt
summary:
  Giving students the opportunity to think differently or critically about an issue further gives students a voice and, in turn, promotes student agency (Craddock & Pettit, 2023). It is important to note that students may have diverse perspectives, and this group discussion time will help amplify students’ voices, which is a protocol for student agency.


id: gjl-171
author: Tovey, Shannon
title: SSSLIDE into Reading Big Words! A Strategy for Decoding Multisyllabic Words
date: 2024
pages: 8
extension: .pdf
mime: application/pdf
words: 3496
sentence: 203
flesch: 64
cache: cache/gjl-171.pdf
txt: txt/gjl-171.txt
summary:
  A Strategy for Decoding Multisyllabic Words Shannon Tovey Kennesaw State University, Kennesaw, GA ABSTRACT The ability to decode multisyllabic words significantly impacts fluency, automaticity, vocabulary, and comprehension ability. Given the rising number of older children reading below grade level, it is essential for intermediate-grade teachers to employ effective and efficient strategies to teach multisyllabic word decoding.


id: gjl-133
author: Morgan, Lindee; Wenke, Joseph; Dandy, Kristina
title: A Psychometric Review of Universal Reading Screeners Approved by the State Board of Education
date: 2024
pages: 16
extension: .pdf
mime: application/pdf
words: 6860
sentence: 395
flesch: 43
cache: cache/gjl-133.pdf
txt: txt/gjl-133.txt
summary:
  Screener domains are sets of related skills or information classified together for assessment purposes. Universal reading screeners identify students in need of additional evaluation, while assessments give insight into specific abilities and competencies (Moodie et al., 2014).


id: gjl-203
author: Griffin, Robert; Scullin, Bethany
title: Making Thinking Visible: Explicit, Transferable Literacy Practices Across the Curriculum
date: 2025
pages: 3
extension: .pdf
mime: application/pdf
words: 1427
sentence: 59
flesch: 34
cache: cache/gjl-203.pdf
txt: txt/gjl-203.txt
summary:
  The articles here collectively call for literacy instruction that connects creativity, clarity, and structure with equity and thinking with doing. By bringing students’ linguistic and cultural assets into structured literacy instruction, Sharpe shows how to transform comprehension instruction from a skill set into an act of empowerment and equity building.


id: gjl-136
author: Green, Susan; Mraz, Maryann
date: 2024
pages: 14
extension: .pdf
mime: application/pdf
words: 7037
sentence: 349
flesch: 46
cache: cache/gjl-136.pdf
txt: txt/gjl-136.txt
title:
  The Effects of Question-Answer-Relationship (QAR) Instruction on Standardized Reading Comprehension Test Scores of Third-Grade Students

summary:
  Students in this study who used the QAR strategy were more successful in answering reading comprehension questions than students who did not receive QAR strategy instruction. Quantitative data analysis involving descriptive and inferential statistics was used to examine student scores and draw comparisons between groups.


id: gjl-178
author: Bintz, William P.
title: Combining Picturebooks and Poetry as Blended Genres to Teach Earth and Space Science
date: 2025
pages: 11
extension: .pdf
mime: application/pdf
words: 4224
sentence: 480
flesch: 68
cache: cache/gjl-178.pdf
txt: txt/gjl-178.txt
summary:
  This article builds on and extends this emerging and exciting body of research by 1) presenting blended genres of picture books and poetry to teach earth and space science, 2) reviewing the value of integrating poetry and science, the important relationship between paired text and blended genres, and the connection between blended genres and Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS) Standards, and 3) sharing examples of blended genres and samples of instructional strategies that K–8 teachers can use to help students learn important concepts in earth and space science. It begins by reminding readers about the important relationship between poetry and science, the fundamental differences between paired text and blended genres, and the connection between blended genres and Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS) Standards.


id: gjl-181
author: Comer, Melissa
title: Teaching with a Twist: Embracing Appalachian (and Other) Dialects—Y’all Ready for This?
date: 2025
pages: 5
extension: .pdf
mime: application/pdf
words: 2209
sentence: 132
flesch: 50
cache: cache/gjl-181.pdf
txt: txt/gjl-181.txt
summary:
  Assignment Overview Conduct thorough research on various aspects of Appalachian language and culture. Each section should highlight a different aspect of Appalachian culture and/or language.


id: gjl-165
author: Grote-Garcia, Stephanie; Pletcher, Bethanie; Patton-Elliott, Hanna
date: 2024
pages: 16
extension: .pdf
mime: application/pdf
words: 8143
sentence: 424
flesch: 51
cache: cache/gjl-165.pdf
txt: txt/gjl-165.txt
title:
  Phonetic Continuum Matrix: A Research-Informed Approach to Selecting Decodable Words for Phonics Instruction

summary:
  According to Ehri’s (2005) four stages of word reading, word knowledge evolves through distinct phases. Similar to phonemic awareness instruction, there is a general sequence for teaching phonics to increase word reading skills.


id: gjl-199
author: Hartle, Luminita
date: 2025
pages: 7
extension: .pdf
mime: application/pdf
words: 3329
sentence: 190
flesch: 46
cache: cache/gjl-199.pdf
txt: txt/gjl-199.txt
title:
  Beyond Fire and Tacos: Using 'Dragons Love Tacos' to Ignite Mathematical Thinking through Interdisciplinary Read-Alouds

summary:
  Inspired by the classroom read-aloud of Dragons Love Tacos, teacher candidates extended the learning with a vibrant, taco-themed math anchor chart titled “Dragons Love 10” (see Figure 1). This narrative follows a group of teacher candidates as they explore mathematics through the lens of children’s literature.


id: gjl-129
author: Craddock, Christine
date: 2023
pages: 24
extension: .pdf
mime: application/pdf
words: 9599
sentence: 519
flesch: 41
cache: cache/gjl-129.pdf
txt: txt/gjl-129.txt
title:
  Multimodal Literacies in Elementary Teacher Education: Facilitating Culturally Relevant Pedagogy with Mathematics

summary:
  The study affirms the call for integrating multimodal literacy instruction into teacher education programs (Fang, 2014), while illuminating disciplinary literacy instruction as not limited to secondary settings. Teacher candidates were introduced to multimodal literacies in mathematics by representing and communicating content through multiple modes such as signs, symbols, images, text, gestures, manipulatives, music, videos, and more.


id: gjl-135
author: Scullin, Bethany; Smith , Nickie B. ; Proby, Holly
title: Teaching Between the Bans: Exploring Book Banning, Censorship, and Book Access in the Middle Grades
date: 2024
pages: 15
extension: .pdf
mime: application/pdf
words: 6346
sentence: 384
flesch: 55
cache: cache/gjl-135.pdf
txt: txt/gjl-135.txt
summary:
  ● Create a Public Service Announcement (PSA): Have students use Adobe Spark (or similar software) to create a PSA on the importance of reading and the impact of book censorship. KEYWORDS banned books; educational censorship; book access; book challenges; middle school literacy; diverse narratives Books themselves are freedom.


id: gjl-188
author: Sroka, Matthew
title: Teachers as Readers: Examining the Personal Reading Lives of English Educators
date: 2025
pages: 20
extension: .pdf
mime: application/pdf
words: 9364
sentence: 484
flesch: 57
cache: cache/gjl-188.pdf
txt: txt/gjl-188.txt
summary:
  Even in spaces lined with literature posters and classroom libraries, conversations about personal reading lives don’t always happen organically. George described a life-changing event that reignited his love for personal reading: “Last summer I got appendicitis, and sitting up for long periods was exhausting.


id: gjl-166
author: Whitaker, Adam
title: Teaching Vocabulary in Meaningful and Memorable Ways: Explicit Instruction in the English Classroom
date: 2024
pages: 15
extension: .pdf
mime: application/pdf
words: 4321
sentence: 262
flesch: 49
cache: cache/gjl-166.pdf
txt: txt/gjl-166.txt
summary:
  Research on best practices in vocabulary instruction suggests that providing students opportunities to analyze context clues, discuss the meaning of words, engage with new words in different contexts, and assess student word learning are efficient routines to build students’ vocabulary knowledge (Pennsylvania Training and Technical Network, 2021). During my secondary school experiences, vocabulary instruction was facilitated in the following fashion: On Mondays, we read and copied definitions of vocabulary words on notebook paper.


id: gjl-174
author: Emily Colleen Cobb
title: Very Mindful, Very Multimodal: Digital Texts Affordances for Emergent Readers
date: 2025
pages: 20
extension: .pdf
mime: application/pdf
words: 10334
sentence: 495
flesch: 46
cache: cache/gjl-174.pdf
txt: txt/gjl-174.txt
summary:
  While this type of text goes against what the other studies have found regarding what types of digital texts result in higher reading comprehension outcomes, Shimizu’s (2024) findings are important for educators to consider as these are also the types/genres of digital texts students encounter, especially considering the reality of standardized testing in U.S. schools. Digital devices with storybook apps allow for books that can be read without a mediator, but that does not erase the need for a teacher mediator or scaffolding, and while the “Read-to-Me” feature or similar is important, and a great aspect of digital text, Reich et al. (2019) found that there needs to be a greater discussion about why teacher mediator is still key even for digital texts that include teaching elements.


id: gjl-138
author: Panther, Leah; Hochuli, Caitlin
title: Looking for It: Language, Literacy, and History in Place
date: 2024
pages: 15
extension: .pdf
mime: application/pdf
words: 6847
sentence: 320
flesch: 50
cache: cache/gjl-138.pdf
txt: txt/gjl-138.txt
summary:
  Within this article, we explore how eight different LJC projects have gone “looking for it”, as Naiser puts it, and what youth have taught us about identifying and sustaining community language and literacy practices in our middle and high school English classrooms. Preparing learners to be active, current citizens in their own communities includes an active exploration of community languages, literacy practices, and understanding the histories that both create, erase, and sustain these communities.


id: gjl-139
author: Bintz, William P.; Galeza, Abbey
title: From Paired Text to Blended Genres: Pairing Picturebooks with Poems
date: 2024
pages: 18
extension: .pdf
mime: application/pdf
words: 6602
sentence: 390
flesch: 62
cache: cache/gjl-139.pdf
txt: txt/gjl-139.txt
summary:
  Poem A Library Nikki Giovanni 2022 Fiction “Library Poem” Julia Donaldson 2015 Poem An unnamed apostrophe speaks to other letters, words, and punctuation marks, thanking them for his popularity but feels the need to set the record straight.


id: gjl-132
author: Bintz, William P.; Parker, Lisa
title: Using Companion Texts to Widen Student Perspective Across the Curriculum
date: 2024
pages: 23
extension: .pdf
mime: application/pdf
words: 11586
sentence: 714
flesch: 58
cache: cache/gjl-132.pdf
txt: txt/gjl-132.txt
summary:
  Table 2 presents companion texts on the Lewis and Clark expedition, while Table 3 features additional companion texts covering various Social Studies topics. This experience sparked a collaborative inquiry project that explored companion texts as a new way to develop paired texts.


id: gjl-202
author: Luther, Vicki; Sroka, Matthew
date: 2025
pages: 18
extension: .pdf
mime: application/pdf
words: 8328
sentence: 467
flesch: 46
cache: cache/gjl-202.pdf
txt: txt/gjl-202.txt
title:
  “Not Just for the Boomers”: The Importance of Grammatical Understandings in 21st Century P–20 Classrooms

summary:
  The Teacher Lens Simply put, teaching grammar is not necessarily a favorite of many teachers. Teaching grammar in the context of writing: A critical review.


id: gjl-191
author: Parker, Forrest; Cronin, Jodi
title: Fostering Social-Emotional Learning in Children's Books: An Analysis of Content and Quality
date: 2025
pages: 22
extension: .pdf
mime: application/pdf
words: 10805
sentence: 625
flesch: 41
cache: cache/gjl-191.pdf
txt: txt/gjl-191.txt
summary:
  Everyday Speech for Educators (2024) identified five key criteria for educators to consider when selecting SEL books, which are explained in Table 2. Exploring SEL books: A guide to understanding social emotional learning.


# url

id: gjl-134
domain: www.gadoe.org
url:
  https://www.gadoe.org/curriculum-instruction-and-assessment/curriculum-and-instruction/pages/dyslexia.aspx


id: gjl-9
domain: www.literacyworldwide.org
url:
  https://www.literacyworldwide.org/docs/defaultsource/where-we-stand/ila-culturally-sustainingclassrooms-brief.pdf?sfvrsn=7b80a68e_10


id: gjl-137
domain: media.carnegie.org
url:
  https://media.carnegie.org/filer_public/3c/f5/3cf5872734f4-4140-a014-723a00ac56f7/ccny_report_2007_writing.pdf


id: gjl-137
domain: media.carnegie.org
url:
  https://media.carnegie.org/filer_public/3c/f5/3cf58727-34f4-4140-a014-723a00ac56f7/ccny_report_2007_writing.pdf


id: gjl-107
domain: www.gadoe.org
url:
  http://www.gadoe.org/curriculum-instruction-and-assessment/curriculum-andinstruction/pages/english-to-speakers-of-other-languages-(esol)-and-title-iii.aspx


id: gjl-107
domain: www.gadoe.org
url:
  https://www.gadoe.org/curriculum-instruction-and-assessment/curriculum-andinstruction/pages/dual-immersion-language-programs-in-georgia.aspx


id: gjl-107
domain: www.gadoe.org
url:
  http://www.gadoe.org/curriculum-instruction-and-assessment/curriculum-and-instruction/pages/english-to-speakers-of-other-languages-(esol)-and-title-iii.aspx


id: gjl-107
domain: www.gadoe.org
url:
  https://www.gadoe.org/curriculum-instruction-and-assessment/curriculum-and-instruction/pages/dual-immersion-language-programs-in-georgia.aspx


id: gjl-103
domain: csalateral.org
url:
  https://csalateral.org/issue/6-1/forum-alt-humanities-critical-disability-studies-methodology-schalk


id: gjl-94
domain: spaces4learning.com
url:
  https://spaces4learning.com/articles/2020/05/25/comfort-is-critical-for-student-success.-here-are-3-simple-factors-to-consider.aspx


id: gjl-135
domain: bbark.deepforestproductions.com
url:
  https://bbark.deepforestproductions.com/column/2011/12/12/banned-books-awareness-william-shakespeare


id: gjl-135
domain: www.splcenter.org
url:
  https://www.splcenter.org/news/%e2%80%8c2023/06/22/georgia-teacher-fired-reading-childrens-book-about-acceptance-class


id: gjl-135
domain: www.museumoftolerance.com
url:
  https://www.museumoftolerance.com/education/archives-and-reference-library/online-resources/simon-wiesenthal-center-annual-volume-2/annual-2-chapter-5.html


id: gjl-100
domain: tommccallum.com
url:
  https://tommccallum.com/2019/02/25/life-can-only-be-understood-backwards-but-itmust-be-lived-forwards


id: gjl-100
domain: tommccallum.com
url:
  https://tommccallum.com/2019/02/25/life-can-only-be-understood-backwards-but-it-must-be-lived-forwards


id: gjl-124
domain: www.gadoe.org
url:
  https://www.gadoe.org/curriculum-instruction-and-assessment/assessment/documents/milestones/rubrics/grade_3_rubrics.pdf


id: gjl-125
domain: sandiegooccupationaltherapy.com
url:
  https://sandiegooccupationaltherapy.com/occupational-therapy/handwritinginvolves-more-than-just-the-hand


id: gjl-125
domain: www.aota.org
url:
  https://www.aota.org/publications/ot-practice/ot-practiceissues/2023/empowering-essas-value-in-schools


id: gjl-125
domain: sandiegooccupationaltherapy.com
url:
  https://sandiegooccupationaltherapy.com/occupational-therapy/handwriting-involves-more-than-just-the-hand


id: gjl-125
domain: www.gadoe.org
url:
  https://www.gadoe.org/curriculum-instruction-and-assessment/special-education-services/pages/occupational-and-physical-therapy-.aspx


id: gjl-125
domain: www.gadoe.org
url:
  https://www.gadoe.org/curriculum-instruction-and-assessment%e2%80%8c/special-education-services/documents/eligibility%20areas/ot-pt/characteristics%20%e2%80%8cof%20educationally%20relevant%20therapy%20and%20the%20medical%20model%20_11_2020.pdf


id: gjl-125
domain: www.aota.org
url:
  https://www.aota.org/publications/ot-practice/ot-practice-issues/2023/empowering-essas-value-in-schools


id: gjl-102
domain: berkeleyhighjacket.com
url:
  https://berkeleyhighjacket.com/2021/features/social-media-playsmajor-role-in-teen-fashion-and-creation


id: gjl-102
domain: berkeleyhighjacket.com
url:
  https://berkeleyhighjacket.com/2021/features/social-media-plays-major-role-in-teen-fashion-and-creation


id: gjl-169
domain: www.facebook.com
url:
  https://www.facebook.com/%e2%80%8courlearninglab/posts/a-poem-explaining-cell-theory-by-a-7th-grader__________%e2%80%8cshakespearean-sonnets-are/302855489846947


id: gjl-169
domain: www.poetryfoundation.org
url:
  https://www.poetryfoundation.org/%e2%80%8cpoetrymagazine/poems/43237/evolution-songhttps://www.poetryfoundation.org/%e2%80%8cpoetrymagazine/poems/43237/evolution-song96


id: gjl-121
domain: access.charlotte.edu
url:
  https://access.charlotte.edu/sites/access.charlotte.edu/files/media/pdflinks/nvla%20whitepaper%2011-27.pdf


id: gjl-200
domain: www.edweek.org
url:
  https://www.edweek.org/teaching-learning/which-states-have-passedscience-of-reading-laws-whats-in-them/2022/07


id: gjl-200
domain: www.edweek.org
url:
  https://www.edweek.org/teaching-learning/which-states-have-passed-science-of-reading-laws-whats-in-them/2022/07


id: gjl-133
domain: padlet.com
url:
  https://padlet.com/istation_proposals/georgia-department-of-education-w7u7jpr4tw5pk6u1/wish/2628510522


id: gjl-133
domain: star-help.renaissance.com
url:
  https://star-help.renaissance.com/hc/en-us/articles/12483321397019-star-assessments-for-early-literacy-technical-manual


id: gjl-133
domain: intensiveintervention.org
url:
  https://intensiveintervention.org/sites/default/files/ncii_academicscreening_%e2%80%8cratingrubric_2020-06-30.pdf


id: gjl-178
domain: shop.scholastic.com
url:
  https://shop.scholastic.com/teachersecommerce/teacher/books/suns-busy-day-sources-of-energy-science-poem9781338011098.html


id: gjl-178
domain: shop.scholastic.com
url:
  https://shop.scholastic.com/teachers-ecommerce/teacher/books/suns-busy-day-sources-of-energy-science-poem-9781338011098.html


id: gjl-188
domain: www.washingtonpost.com
url:
  https://www.washingtonpost.com/news/wonk/wp/2018/06/29/leisurereading-in-the-u-sis-at-an-all-time-low


id: gjl-188
domain: www.washingtonpost.com
url:
  https://www.washingtonpost.com/news/wonk/wp/2018/06/29/leisurereading-in-the-u-s-is-at-an-all-time-low


id: gjl-188
domain: www.voanews.com
url:
  https://www.voanews.com/a/us-students-read-fewerbooks-in-english-class-as-focus-turns-to-shorter-works/7791558.html


id: gjl-188
domain: www.voanews.com
url:
  https://www.voanews.com/a/us-students-read-fewer-books-in-english-class-as-focus-turns-to-shorter-works/7791558.html


id: gjl-166
domain: www.proquest.com
url:
  https://www.proquest.com/scholar%e2%80%8cly-journals/cognitive-vocabulary-approach-word-learning/docview/749381988/se-2


id: gjl-166
domain: ngl.cengage.com
url:
  https://ngl.cengage.com/assets/downloads/edge_pro0000000030/am_moore_%e2%80%8cwhy_vocab_instr_mtrs.pdf


id: gjl-139
domain: oxfordre.com
url:
  https://oxfordre.com/literature/view/10.1093/acrefore/9780190201098.001.0001/acrefore-9780190201098-e-1072


id: gjl-202
domain: oej.scholasticahq.com
url:
  https://oej.scholasticahq.com/article/137983-the-science-of-reading-what-is-it-and-how-does-it-inform-literacy-instruction


id: gjl-191
domain: everydayspeech.com
url:
  https://everydayspeech.com/sel-implementation/exploring-sel-booksa-guide-to-understanding-social-emotional-learning


id: gjl-191
domain: confidentparentsconfidentkids.org
url:
  https://confidentparentsconfidentkids.org/2017/06/15/a-storied-childhood-therole-of-stories-in-childrens-social-and-emotional-development/?utm_source=chatgpt.com


id: gjl-191
domain: everydayspeech.com
url:
  https://everydayspeech.com/sel-implementation/exploring-sel-books-a-guide-to-understanding-social-emotional-learning


id: gjl-191
domain: confidentparentsconfidentkids.org
url:
  https://confidentparentsconfidentkids.org/2017/06/15/a-storied-childhood-the-role-of-stories-in-childrens-social-and-emotional-development/?utm_source=chatgpt.com


# ent

id: gjl-22
sid: 248
eid: 4
type: PERSON
entity:
  full/10.1177/0022219416638028 https://doi.org/10.1080/19345747.2015.1126386 https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=10288&context=dissertations


id: gjl-10
sid: 433
eid: 2
type: ORG
entity:
  asegúrese de que ha pensado en una experiencia de lectura personal para compartir en el debate preliminar antes de la sesión de la entrevista


id: gjl-164
sid: 87
eid: 1
type: PERSON
entity:
  https://doi.org/%e2%80%8c10.1598/rrq.23.3.2 https://doi.org/%e2%80%8c10.1598/rrq.23.3.2 https://doi.org/10.56278/tnl.v10i1.168


id: gjl-107
sid: 205
eid: 1
type: ORG
entity:
  http://www.gadoe.org/curriculum-instruction-and-assessment/curriculum-andinstruction/pages/english-to-speakers-of-other-languages-(esol)-and-title-iii.aspx georgia department of education


id: gjl-107
sid: 215
eid: 1
type: PERSON
entity:
  https://www.gadoe.org/curriculum-instruction-and-assessment/curriculum-andinstruction/pages/dual-immersion-language-programs-in-georgia.aspx gottlieb


id: gjl-13
sid: 240
eid: 4
type: DATE
entity:
  19 https://flipgrid.com/ https://padlet.com/ https://doi.org/10.1002/jaal.1058 https://doi.org/10.1002/jaal.1058


id: gjl-13
sid: 386
eid: 3
type: ORG
entity:
  https://www.youtube.com/watch?v=om-mi_4usve https://www.youtube.com/watch?v=om-mi_4usve https://doi.org/10.1080/15475441.2013.812017 https://doi.org/10.1080/15475441.2013.812017


id: gjl-15
sid: 412
eid: 2
type: ORG
entity:
  http://search.ebscohost.com/login.aspx?direct=true&authtype=ip,shib&db=cat06545a& https://tech.ed.gov/files/2017/01/netp17.pdf


id: gjl-103
sid: 284
eid: 1
type: ORG
entity:
  https://adata.org/faq/what-definition-disability-under-ada https://www.instagram.com/ableismistrash/


id: gjl-103
sid: 409
eid: 1
type: PERSON
entity:
  https://doi.org/10.3102/00028312043002163 https://doi.org/10.1111/j.1471-3802.2007.00092.x https://doi.org/10.1111/j.1471-3802.2007.00092.x https://doi.org/10.1111/j.1741-4369.2011.00603.x


id: gjl-103
sid: 409
eid: 2
type: PERSON
entity:
  https://doi.org/10.1108/s1479-363620170000011016 https://doi.org/10.1108/s1479-363620170000011001 https://twitter.com/neuro_different/status/1513469117923315715


id: gjl-103
sid: 445
eid: 2
type: PERSON
entity:
  https://csalateral.org/issue/6-1/forum-alt-humanities-critical-disability-studiesmethodology-schalk/ shildrick


id: gjl-137
sid: 245
eid: 1
type: PERSON
entity:
  https://media.carnegie.org/filer_public/3c/f5/3cf5872734f4-4140-a014-723a00ac56f7/ccny_report_2007_writing.pdf graham


id: gjl-125
sid: 147
eid: 1
type: PERSON
entity:
  https://www.aota.org/~/media/corporate/files/practice/children/school-administratorbrochure.pdf arnaud


id: gjl-125
sid: 174
eid: 2
type: ORG
entity:
  https://doi.org/10.1002/trtr.1750 https://www.aota.org/%7e/media/corporate/files/practice/children/school-administrator-brochure.pdf https://www.aota.org/%7e/media/corporate/files/practice/children/school-administrator-brochure.pdf https://doi.org/10.1080/19411243.2020.1732260


id: gjl-125
sid: 212
eid: 1
type: ORG
entity:
  https://www.aota.org/publications/ot-practice/ot-practiceissues/2023/empowering-essas-value-in-schools lê


id: gjl-125
sid: 215
eid: 2
type: ORG
entity:
  journal.pone.0259016 https://therapiesforkids.com.au/blog/importance-of-crossing-the-midline/ https://therapiesforkids.com.au/blog/importance-of-crossing-the-midline/ https://sandiegooccupationaltherapy.com/occupational-therapy/handwriting-involves-more-than-just-the-hand/


id: gjl-125
sid: 216
eid: 1
type: ORG
entity:
  https://www.gadoe.org/curriculum-instruction-and-assessment/special-education-services/pages/occupational-and-physical-therapy-.aspx https://www.gadoe.org/curriculum-instruction-and-assessment/special-education-services/pages/occupational-and-physical-therapy-.aspx https://www.gadoe.org/curriculum-instruction-and-assessment/special-education-services/pages/occupational-and-physical-therapy-.aspx


id: gjl-100
sid: 376
eid: 1
type: PERSON
entity:
  https://tommccallum.com/2019/02/25/life-can-only-be-understood-backwards-but-itmust-be-lived-forwards/ mccormick


id: gjl-102
sid: 304
eid: 1
type: PERSON
entity:
  https://berkeleyhighjacket.com/2021/features/social-media-plays-major-role-in-teen-fashion-and-creation/ https://berkeleyhighjacket.com/2021/features/social-media-plays-major-role-in-teen-fashion-and-creation/


id: gjl-203
sid: 59
eid: 2
type: DATE
entity:
  december 12, 2025 https://doi.org/10.1186/s40536-025-00240-3 https://doi.org/10.1080/19388071.2024.2409130 https://doi.org/10.1080/19388071.2024.2409130


id: gjl-130
sid: 327
eid: 1
type: GPE
entity:
  https://doi.org/10.1002/trtr.1325 https://www.literacyworldwide.org/get-resources/literacy-glossary https://www.literacyworldwide.org/get-resources/literacy-glossary https://doi.org/10.1598/rrq.36.4.2


id: gjl-178
sid: 379
eid: 1
type: PERSON
entity:
  https://www.familyfriendpoems.com/poem/wind-on-the-hill-by-a-a-milne https://www.familyfriendpoems.com/poem/wind-on-the-hill-by-a-a-milne https://allpoetry.com/poem/11910121-cloud-watching-by-jenny-reeve https://allpoetry.com/poem/11910121-cloud-watching-by-jenny-reeve


id: gjl-178
sid: 430
eid: 5
type: DATE
entity:
  may 20, 2025 https://shop.scholastic.com/teachers-ecommerce/teacher/books/suns-busy-day-sources-of-energy-science-poem-9781338011098.html https://shop.scholastic.com/teachers-ecommerce/teacher/books/suns-busy-day-sources-of-energy-science-poem-9781338011098.html https://shop.scholastic.com/teachers-ecommerce/teacher/books/suns-busy-day-sources-of-energy-science-poem-9781338011098.html


id: gjl-200
sid: 409
eid: 1
type: CARDINAL
entity:
  https://www.edweek.org/teaching-learning/which-states-have-passedscience-of-reading-laws-whats-in-them/2022/07 https://doi.org/10.1080/0961452032000125857


id: gjl-200
sid: 420
eid: 5
type: PRODUCT
entity:
  https://doi.org/%e2%80%8c10.1177/0022219420983247 https://doi.org/%e2%80%8c10.1177/0022219420983247 https://www.nationsreportcard.gov/%e2%80%8chighlights/reading/2022 https://www.nationsreportcard.gov/%e2%80%8chighlights/reading/2022


id: gjl-133
sid: 312
eid: 1
type: ORG
entity:
  http://www.acf.hhs.gov/sites/default/files/ opre/compendium_2013_508_compliant_final_2_5_2014.pdf national center


id: gjl-188
sid: 407
eid: 1
type: PERSON
entity:
  https://www.washingtonpost.com/news/wonk/wp/2018/06/29/leisurereading-in-the-u-sis-at-an-all-time-low/ kittle


id: gjl-188
sid: 464
eid: 1
type: PERSON
entity:
  https://www.voanews.com/a/us-students-read-fewerbooks-in-english-class-as-focus-turns-to-shorter-works/7791558.html watkins


id: gjl-139
sid: 220
eid: 1
type: ORG
entity:
  https://oxfordre.com/literature/view/10.1093/acrefore/9780190201098.001.0001/acrefore-9780190201098-e-1072 https://oxfordre.com/literature/view/10.1093/acrefore/9780190201098.001.0001/acrefore-9780190201098-e-1072 bintz &


id: gjl-202
sid: 239
eid: 1
type: PERSON
entity:
  https://doi.org/%e2%80%8c10.1016/j.tate.2022.104012 https://doi.org/%e2%80%8c10.1016/j.tate.2022.104012 https://doi.org/10.58680/ej201930126


id: gjl-202
sid: 377
eid: 1
type: ORG
entity:
  https://doi.org/10.1016/j.earlhumdev.2024.106081 https://doi.org/10.1016/j.earlhumdev.2024.106081 https://doi.org/10.1108/sup-07-2024-0013 18


id: gjl-174
sid: 380
eid: 1
type: PERSON
entity:
  https://doi.org/10.1111/jcal.12820 https://doi.org/10.1002/jaal.713 https://doi.org/10.1002/trtr.1781 https://doi.org/10.1002/jaal.1199 https://doi.org/10.1002/jaal.1199


id: gjl-174
sid: 422
eid: 1
type: PERSON
entity:
  https://doi.org/10.14605/med721603 https://doi.org/10.1111/bjet.12622 https://doi.org/10.1002/trtr.2201


id: gjl-191
sid: 445
eid: 1
type: ORG
entity:
  https://files.eric.ed.gov/fulltext/ej1386437.pdf https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/selecting-culturally-appropriate-books.pdf https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/selecting-culturally-appropriate-books.pdf


id: gjl-132
sid: 450
eid: 1
type: PERSON
entity:
  https://doi.org/10.4324/9781410%e2%80%8c601421-14 http://classics.mit.edu/plotinus/enneads.html https://doi.org/10.1598/rt.58.7.8


# pos

id: gjl-10
sid: 352
tid: 5
pos: PROPN
token:
  pewresearch.org/fact-tank/2014/04/24/amonghispanics-immigrants-more-likely-to-be-stay-athome-moms-and-to-believe-thats-best-for-kids/

lemma:
  pewresearch.org/fact-tank/2014/04/24/amonghispanics-immigrants-more-likely-to-be-stay-athome-moms-and-to-believe-thats-best-for-kids/


id: gjl-103
sid: 445
tid: 8
pos: PROPN
token:
  https://csalateral.org/issue/6-1/forum-alt-humanities-critical-disability-studiesmethodology-schalk/

lemma:
  https://csalateral.org/issue/6-1/forum-alt-humanities-critical-disability-studiesmethodology-schalk/


id: gjl-103
sid: 471
tid: 13
pos: PROPN
token:
  https://csalateral.org/issue/6-1/forum-alt-humanities-critical-disability-studies-methodology-schalk/

lemma:
  https://csalateral.org/issue/6-1/forum-alt-humanities-critical-disability-studies-methodology-schalk/


id: gjl-100
sid: 376
tid: 1
pos: PROPN
token:
  https://tommccallum.com/2019/02/25/life-can-only-be-understood-backwards-but-itmust-be-lived-forwards/

lemma:
  https://tommccallum.com/2019/02/25/life-can-only-be-understood-backwards-but-itmust-be-lived-forwards/


id: gjl-100
sid: 395
tid: 8
pos: PROPN
token:
  https://tommccallum.com/2019/02/25/life-can-only-be-understood-backwards-but-it-must-be-lived-forwards/

lemma:
  https://tommccallum.com/2019/02/25/life-can-only-be-understood-backwards-but-it-must-be-lived-forwards/


id: gjl-125
sid: 180
tid: 1
pos: PROPN
token:
  https://sandiegooccupationaltherapy.com/occupational-therapy/handwritinginvolves-more-than-just-the-hand/

lemma:
  https://sandiegooccupationaltherapy.com/occupational-therapy/handwritinginvolves-more-than-just-the-hand/


id: gjl-125
sid: 215
tid: 5
pos: PROPN
token:
  https://sandiegooccupationaltherapy.com/occupational-therapy/handwriting-involves-more-than-just-the-hand/

lemma:
  https://sandiegooccupationaltherapy.com/occupational-therapy/handwriting-involves-more-than-just-the-hand/


id: gjl-125
sid: 216
tid: 17
pos: NOUN
token:
  https://www.aota.org/publications/ot-practice/ot-practice-issues/2023/empowering-essas-value-in-schools

lemma:
  https://www.aota.org/publications/ot-practice/ot-practice-issues/2023/empowering-essas-value-in-school


id: gjl-102
sid: 297
tid: 1
pos: PROPN
token:
  https://berkeleyhighjacket.com/2021/features/social-media-playsmajor-role-in-teen-fashion-and-creation/

lemma:
  https://berkeleyhighjacket.com/2021/features/social-media-playsmajor-role-in-teen-fashion-and-creation/


id: gjl-102
sid: 304
tid: 1
pos: PROPN
token:
  https://berkeleyhighjacket.com/2021/features/social-media-plays-major-role-in-teen-fashion-and-creation/

lemma:
  https://berkeleyhighjacket.com/2021/features/social-media-plays-major-role-in-teen-fashion-and-creation/


id: gjl-169
sid: 496
tid: 9
pos: VERB
token:
  https://www.facebook.com/%e2%80%8courlearninglab/posts/a-poem-explaining-cell-theory-by-a-7th-grader__________%e2%80%8cshakespearean-sonnets-are/302855489846947/

lemma:
  https://www.facebook.com/%e2%80%8courlearninglab/posts/a-poem-explaining-cell-theory-by-a-7th-grader__________%e2%80%8cshakespearean-sonnets-are/302855489846947/


id: gjl-135
sid: 333
tid: 23
pos: PROPN
token:
  https://bbark.deepforestproductions.com/column/2011/12/12/banned-books-awareness-william-shakespeare/

lemma:
  https://bbark.deepforestproductions.com/column/2011/12/12/banned-books-awareness-william-shakespeare/


id: gjl-188
sid: 407
tid: 1
pos: PROPN
token:
  https://www.washingtonpost.com/news/wonk/wp/2018/06/29/leisurereading-in-the-u-sis-at-an-all-time-low/

lemma:
  https://www.washingtonpost.com/news/wonk/wp/2018/06/29/leisurereading-in-the-u-sis-at-an-all-time-low/


id: gjl-188
sid: 436
tid: 2
pos: PROPN
token:
  https://www.washingtonpost.com/news/wonk/wp/2018/06/29/leisurereading-in-the-u-s-is-at-an-all-time-low/

lemma:
  https://www.washingtonpost.com/news/wonk/wp/2018/06/29/leisurereading-in-the-u-s-is-at-an-all-time-low/


id: gjl-191
sid: 348
tid: 1
pos: PROPN
token:
  https://everydayspeech.com/sel-implementation/exploring-sel-booksa-guide-to-understanding-social-emotional-learning/

lemma:
  https://everydayspeech.com/sel-implementation/exploring-sel-booksa-guide-to-understanding-social-emotional-learning/


id: gjl-191
sid: 382
tid: 3
pos: ADJ
token:
  https://everydayspeech.com/sel-implementation/exploring-sel-books-a-guide-to-understanding-social-emotional-learning/

lemma:
  https://everydayspeech.com/sel-implementation/exploring-sel-books-a-guide-to-understanding-social-emotional-learning/


