Twenty years after the New London Group's publication of "A Pedagogy of Multiliteracies," we present an analytical literature review that traces the routes and roots of multiliteracies scholarship in Latin America. We found high research activity in Latin America in the areas of literacy education and critical literacy; indigenous,…

This article explores the possible relationships between geography, literacy, pedagogy, and poverty. It characterizes poverty as a wicked problem, which sees economic inequality escalating in a number of neoliberal democracies. Key insights from theorists of economic inequality are summarized. The enduring nature of poverty in particular places is…

The goal of this case study was to examine a second grader's reading of picture books using eye movement miscue analysis as a method to further understand reading as a meaning-making process. Two picture books with different relationships (e.g., enhanced and counterpoint) were selected because they elicit varied ways of presenting meaning and thus…

This article explores the processes of religious identity development in a Caribbean-Chinese adolescent who is from a multifaith, multilingual home. Findings include (1) the youth developed a Christian religious identity through his multiple situatedness within home and school worlds that privileged that faith and the dominant language of English…

This article reports on research examining the social purposes of Indigenous kindergarten children's language and their construction of Indigenous cultural knowledge within and through interactions with peers during dramatic play and play with construction materials. The participants are three teachers and 29 children from two rural northern…

After a multitude of studies across more than a century, researchers have failed to consistently identify characteristics or patterns that distinguish dyslexia from other decoding challenges. Many researchers and educators argue the construct is too vague and contradictory to be useful for educators. Nevertheless, attention to dyslexia in policy…

We have two goals for this article: to question the efficacy of evidence-based practice as the foundation of reading education policy and to propose practice-based evidence as a viable, more socially just alternative. In order to reach these goals, we describe the limits of reading policies of the last half century and argue for the possibilities…

Texts are a central part of reading. Yet our understandings of appropriate text features and distributions of text diets at different points in students' reading development are limited. The thesis of the essay is that, if the trajectory of struggling readers is to change, attention is needed to the features of texts and students' text diets,…

We examine how culturally sustaining pedagogy that fosters linguistic and cultural pluralism might be taken up in writing instruction. Using data collected through semistructured interviews with nine urban elementary and middle school writing teachers, we document teachers' conceptualizations and enactments of culturally sustaining writing…

This study situates young adolescents' multimodal composing practices within two figured worlds--school and creative multimodal production. In a microanalysis of two focal students' multimodal processes and products, I trace how pedagogical, interactional, and semiotic resources both reified and challenged students' developing identities as…

This study bridges the dichotomies between the study of multilingualism and multidialecticism to explore the mythologies surrounding what is often called "Standard English" (*SE). While literacy and teacher education have made progress toward preparing teachers to work with linguistically diverse populations, such preparation is usually…

Our understanding of reading--including reading multimodal texts--is always constrained or opened up by what we consider to be a text, what aspects of a reader's embodied activity we focus on, and how we draw a boundary around a reading event. This article brings together five literacy researchers who respond to a human-scale graphic novel,…

In this article, we explore data from two studies that demonstrate how inviting teachers to take on the role of codesigners of interventions in social design experiments created opportunities for them to consider their own positionality and privilege as well as negotiate deficit and antideficit discourses underlying and shaping English-language…

Assessments of developmental spelling, also called spelling inventories, are commonly used to understand students' orthographic knowledge (i.e., knowledge of how written words work) and to determine their stages of spelling and reading development. The information generated by these assessments is used to inform teachers' grouping practices and…

Understanding how to support student reading comprehension has long been a goal for education research. Yet no existing literature review links interactional scaffolding, defined as the responsive in-person support an expert reader offers to a novice, and reading comprehension. This review employed theories of scaffolding and reading comprehension…