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International Literacy Association, 2022
School librarians--also called school media specialists or teacher librarians--play a powerful and essential role: promoting school-wide cultures of literacy, partnering with teachers to enhance learning, propelling students toward lifelong reading habits, and establishing transformative learning spaces rich with print and digital resources.…
Descriptors: Leadership, School Libraries, Librarians, Literacy Education
Al Otaiba, Stephanie; Lemons, Christopher J.; McMaster, Kristen; Wanzek, Jeanne – International Literacy Association, 2020
Successful implementation of intervention strategies for students having difficulties with reading is highly dependent on teachers' knowledge. Curricula alone do not teach; skilled teachers know how to prioritize learning objectives. For students who are struggling, or who have reading disabilities, including dyslexia, it is vital that teachers…
Descriptors: Literacy Education, Positive Behavior Supports, Reading Difficulties, Dyslexia
Wixson, Karen K.; Valencia, Sheila W.; Lipson, Marjorie Y.; Risko, Victoria J.; Paratore, Jeanne R.; Reinking, David; Hruby, George G. – International Literacy Association, 2020
In the last year, there has been a resurgence of articles and reports in media outlets such as "The New York Times," "PBS NewsHour," "EdWeek," and "The Atlantic" about students experiencing reading difficulties. Many of these pieces have created confusion and provided misinformation by oversimplifying both…
Descriptors: Reading Difficulties, At Risk Students, Reading Instruction, Student Characteristics
Walker-Dalhouse, Doris; Risko, Victoria J. – International Literacy Association, 2020
Educators at all levels around the world were forced to rethink schooling with the onset of the COVID-19 pandemic in early 2020. The increased potential for illness and loss of life of students and school personnel caused educators to make a rapid transition to remote learning. The students who struggle in virtual learning environments are not…
Descriptors: COVID-19, Pandemics, Literacy Education, School Closing
Fitzgerald, Jill; Shanahan, Timothy E. – International Literacy Association, 2020
Reading scores exist for a continuum of purposes, from informal assessment to formal standardized tests. This brief aims to answer the question: What matters most for elementary-grade teachers when thinking about reading scores, and what could policymakers do to help teachers? Three positions worth pursuing in this regard are shared: (1) every…
Descriptors: Reading Achievement, Scores, Elementary School Students, Elementary School Teachers
Traga Philippakos, Zoi A.; Graham, Steve – International Literacy Association, 2020
Reading is seen by many as an essential ingredient for learning to write. Is the relationship between reading and writing reciprocal? Does the path to better reading involve becoming a good writer? The answer to these questions presents a paradox. One does not have to learn to write in order to learn to read, as learning how to write or type words…
Descriptors: Writing Instruction, Reading Skills, Reading Instruction, Writing Skills
Hoffman, James V.; Bloch, Carole; Pallais-Downing, Desirée; Goodman, Kenneth S.; Makalela, Leketi – International Literacy Association, 2020
The term "Ya Basta" ("Enough! Stop!") has been used to capture the frustration of teachers who are being required (through political leveraging) to implement the intervention program labeled as EGRA (formerly Early Grade Reading Assessment and now Early Grade Reading Activity) in schools in their countries. Historically, the…
Descriptors: Humanization, Literacy Education, Reading Tests, Educational Change
Cassano, Christina M.; Rohde, Leigh E. – International Literacy Association, 2020
The International Literacy Association (ILA) maintains that phonological awareness has a critical role in early literacy and language development. Purposeful, efficient, and developmentally appropriate instruction in phonological awareness can support young children's literacy and language development and help them understand how to decode and…
Descriptors: Phonological Awareness, Early Childhood Education, Literacy Education, Emergent Literacy
Blevins, Wiley – International Literacy Association, 2019
There are 26 letters in the English language. These letters, in various combinations, represent the 44 sounds in the language. Teaching students the basic letter-sound combinations gives them access to sounding out approximately 84% of the words in English print. There needs to be equal amounts of time need to be spent on teaching the meanings of…
Descriptors: Emergent Literacy, Literacy Education, Phonics, Phoneme Grapheme Correspondence
Wicht, Sarah – International Literacy Association, 2019
Literacy and access to quality literacy instruction and resources is an issue of equity and an issue of social justice. Being literate represents the difference between inclusion in and exclusion from society. Examining how literacy experiences are being provided to children is critical to fulfilling this basic human right. This guide--written…
Descriptors: Childrens Rights, Reading, Advocacy, Access to Education
Collier, Virginia P.; Thomas, Wayne P. – International Literacy Association, 2019
Educators in the United States have worked for decades to create school environments where exciting learning takes place, with students deeply engaged as they expand their ways to explore new knowledge. Although some schools provide cutting-edge opportunities for middle-class students, the challenges continue for underserved students who start…
Descriptors: Bilingualism, Bilingual Education, English Language Learners, Native Speakers
Dwyer, Bernadette; Kern, Diane; Williams, Jennifer – International Literacy Association, 2019
This position statement addresses the International Literacy Association's (ILA) advocacy for the right to excellent literacy instruction for children worldwide, which builds on the 10 principles in ILA's Children's Rights to Read campaign: ensuring that every child, everywhere, has access to the education, opportunities, and resources needed to…
Descriptors: Literacy Education, Student Rights, Teacher Competencies, Student Needs
Bean, Rita M.; Ippolito, Jacy; Kern, Diane; Miller, Henry – International Literacy Association, 2019
Although there may never be consensus on whether great teachers are born or made, there is more than enough evidence pointing to the latter that any discussion on excellent literacy instruction must begin with those charged with providing that instruction. How were they prepared to enter the field? What is the breadth, frequency, and quality of…
Descriptors: Literacy Education, Childrens Rights, Student Rights, Teacher Competencies
Dwyer, Bernadette; Kunz, Kenneth; Simpson, Alyson – International Literacy Association, 2019
There's no one-size-fits-all formula for student support systems, but the relationships between the various stakeholders--everyone from classroom teachers and school librarians to families and community members--directly impact on success. So although recognizing "who" plays a part in these systems is important, we also need to focus on…
Descriptors: Literacy Education, Childrens Rights, Student Rights, Alignment (Education)
Adachi, Sachiko; Benjamin, Juli-Anne; Carss, Wendy; Williams, Jennifer – International Literacy Association, 2019
Supportive learning environments are often characterized as safe spaces--and for good reason. When students feel seen, heard, and validated, the classroom becomes a sanctuary, one in which developing learners are more likely to engage and explore. Fostering that kind of positive environment requires educators to invest in a child's physical and…
Descriptors: Literacy Education, Childrens Rights, Student Rights, Classroom Environment
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