










































Georgia Journal of Literacy 
2023, Vol. 45(2), pp. 1–3 
https://doi.org/10.56887/galiteracy.131 
ISSN: 2833-7611 

Editorial Article  

 
 

 

CONTACT Dr. Robert A. Griffin, Associate Professor and Assistant Chair, Department of Early Childhood through 
Secondary Education, University of West Georgia, Carrollton, GA; email rgriffin@westga.edu (https://orcid.org/0000-
0002-3128-7687). Dr. Bethany L. Scullin, Associate Professor, Department of Early Childhood through Secondary 
Education, University of West Georgia, Carrollton, GA; email bscullin@westga.edu.  
 

Bridging the Divide: Advancing the Science and 
Art of Teaching Reading in Diverse and Inclusive 
Classrooms 
Robert A. Griffin 
University of West Georgia, Carrollton, GA 

Bethany L. Scullin 
University of West Georgia, Carrollton, GA 

 
ABSTRACT 

The fall 2023 issue of the Georgia Journal of Literacy delves into a crucial 
intersection: the empirically supported science of reading and the ever-present need 
for diversity, inclusion, and multi-modal literacies in our classrooms. As the dialogue 
around literacy shifts toward science-based methods, the articles in this issue pose 
a pivotal question: How can these scientifically grounded methods be incorporated 
into diverse and inclusive learning environments? Our contributors approach this 
conundrum from multiple angles—examining ESOL co-teaching strategies, 
leveraging picturebook biographies for inspiration, implementing culturally relevant 
pedagogies, and providing practical teaching tips for diverse classrooms. Through a 
carefully curated ensemble of articles, we challenge traditional paradigms and 
advocate for a literacy education that is scientifically rigorous yet deeply sensitive to 
the rich tapestry of cultural, linguistic, and cognitive diversity in our classrooms. 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. This issue aims to inspire a shift—from mere motivation to deep-
rooted inspiration, from monolingualism to multilingualism, and from traditional to 
culturally responsive pedagogical practices. 

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. 
In this evolving ecosystem, diversity—of thought, culture, and practice—emerges as an 

invaluable resource. Educators and scholars are again embroiled in a nuanced iteration of the age-
old reading wars, reframed now through the lens of the science of reading. While consensus grows 
around the empirical evidence supporting science-based reading instruction, the question persists: 
How do we integrate these insights within a pluralistic, evolving landscape of learners? This fall’s 
issue of the Georgia Journal of Literacy aims to contribute nuanced perspectives to this ongoing 
debate. With a particular focus on diversity, inclusion, motivation, and multimodal literacies, this 
issue explores pedagogical models and practices designed to respond adeptly to the multifaceted 
needs of today’s diverse student body. 
 This collection of articles challenges reductive paradigms by presenting multifaceted 
approaches that align with scientific research while respecting the diversity that students bring into 

A 

https://doi.org/10.56887/galiteracy.131
mailto:rgriffin@westga.edu
https://orcid.org/0000-0002-3128-7687
https://orcid.org/0000-0002-3128-7687
mailto:bscullin@westga.edu


2 Georgia Journal of Literacy 45(2)  
 

the classroom—be it linguistic, cultural, or cognitive. The confluence of these themes serves not 
merely as a response to the evolving debates in literacy education but also as a catalyst for 
innovative, evidence-based strategies that privilege both rigor and inclusivity and that bridge the 
science and art of teaching reading (Griffin, 2023; Such, 2021; Young et al., 2022). 
 This issue pushes the boundary of what reading science means in the context of diverse 
classrooms, multiple literacies, and culturally sustaining pedagogies. It serves as an invitation for 
educators, scholars, and literacy advocates to engage deeply with these complexities, inspiring a 
shift from motivation to inspiration, from monolingualism to multilingualism, and from traditional 
pedagogies to culturally relevant practices. We hope this issue will serve as both a resource and a 
call to action, inviting a concerted effort to redefine literacy education in a manner that is as 
rigorously scientific as it is profoundly artful and inclusive.  
 
Exploring the ESOL Conundrum: Rethinking Co-Teaching 
Dr. Megan DeVoss’s comprehensive literature review, “Models of Instruction for Multilingual 
Learners: Facets of the ESOL Co-Teacher Role,” offers a nuanced examination of ESOL models 
sanctioned by the U.S. Department of Education. Through a critical lens, Dr. DeVoss weighs the 
merits and drawbacks of these frameworks, spotlighting the burgeoning prominence of co-teaching 
strategies. This piece acts as a cornerstone for educators and policymakers aiming to incorporate 
empirically-backed, effective multilingual instructional practices into their repertoire. 
 
Picturebook Biographies: Beyond Motivation to Inspiration 
Advocating a move from motivation to inspiration, Dr. William P. Bintz and Shabnam Moini 
Chaghervand explore the transformative potential of picturebook biographies in “From Motivation 
to Inspiration: Using Picturebook Biographies to Inspire All Learners, Especially English 
Language Learners.” The authors argue persuasively for the pedagogical power of these books, 
which both teach and inspire, catalyzing a deeper level of student engagement and emotional 
investment in learning. 
 
Pioneering Multimodal Literacies in Culturally Relevant Pedagogy 
Aligning with multimodal literacies, Dr. Christine Craddock’s research article, “Multimodal 
Literacies in Elementary Teacher Education: Facilitating Culturally Relevant Pedagogy with 
Mathematics,” delves into the practical application of multiple modes of expression. Dr. 
Craddock’s work, based on qualitative action research, uncovers how these modes can enrich 
culturally relevant pedagogical practices, especially in the teaching of mathematics. In a similar 
vein, Dr. Laura Szech’s practitioner-oriented piece “Culturally Sustaining Writer’s Workshop for 
Beginners” offers a detailed framework that encourages students to bring their unique cultural and 
linguistic experiences into authentic writing exercises. 
 
A Toolkit for Inclusive Teaching: Diverse Strategies for Diverse Classrooms 
Our Teaching Tips section offers a triad of insightful articles catering to the diversity of today’s 
classrooms. Heather S. Riddle examines nuanced methods for evaluating language and literacy 
skills among students with developmental disabilities in “Assessing Language and Literacy of 
Students with Developmental Disabilities and Complex Communication Needs.” Dr. Ebony T. 
Lee’s “Moving Writing Forward Through Peer-Critique Partners” outlines a step-by-step strategy 
for fostering constructive peer-to-peer feedback during the writing process. Rounding off this 



Griffin & Scullin 3 
 

section, Dr. Lina Soares, former editor of the Georgia Journal of Reading (the former name of 
GJL), presents “The Open Mind Portrait: An Innovative Method to Promote Reading 
Comprehension and Critical Thinking,” revealing the underexplored potential of visual art to 
improve reading comprehension and provoke critical thought. 
 
Final Thoughts 
Each article, in its unique way, contributes to a unified vision: transforming the science of reading 
into an inclusive practice that honors and leverages diversity. From DeVoss’s exploration of ESOL 
co-teaching models to Bintz and Moini Chaghervand’s shift from motivation to inspiration, from 
culturally relevant pedagogies to practical teaching strategies, each contribution engages with the 
complex tapestry of student diversity as an invaluable asset, rather than a challenge to overcome. 
In so doing, these articles not only provide a wealth of academic insight but also serve as a 
collective clarion call to all stakeholders—teachers, administrators, and literacy advocates alike. 
They urge us to fully embrace the abundant diversity in our classrooms and to integrate scientific 
rigor with cultural responsiveness. 

As we navigate this dynamic and ever-evolving educational terrain, let us do so with both 
the empirical grounding and the compassionate intentionality that our diverse student populations 
merit. Our collective commitment to this integrated approach will not only elevate educational 
practices but also profoundly impact the academic and socio-emotional well-being of generations 
to come. Thank you for joining us in this endeavor. Your engagement with the Georgia Journal 
of Literacy signifies your role in this critical and timely dialogue, a conversation that, at its core, 
is both deeply scientific and profoundly inclusive. 
 
References 
Griffin, R. A. (2023). A comprehensive literacy approach: Integrating the science and art of 

reading for adolescents. Literacy Practice & Research, 48(2), Article 1. https://digital
commons.fiu.edu/lpr/vol48/iss2/1/ 

Such, C. (2021). The art and science of teaching primary reading. Corwin. 

Young, C., Paige, D., & Rasinski, T. V. (2022). Artfully teaching the science of reading (1st ed.). 
Routledge. 

 
 
Published: November 13, 2023 

https://digitalcommons.fiu.edu/lpr/vol48/iss2/1/
https://digitalcommons.fiu.edu/lpr/vol48/iss2/1/

	Exploring the ESOL Conundrum: Rethinking Co-Teaching
	Picturebook Biographies: Beyond Motivation to Inspiration
	Pioneering Multimodal Literacies in Culturally Relevant Pedagogy
	A Toolkit for Inclusive Teaching: Diverse Strategies for Diverse Classrooms
	Final Thoughts
	References

