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Colleen E Whittingham; Emily Brown Hoffman; Kathleen A Paciga – Journal of Early Childhood Literacy, 2024
The nature of the literacy assessments valued in the persistent accountability climate within U.S. public education, coupled with an increasingly polarized discourse around what counts as the science of reading (SOR), have resulted in instructional gatekeeping that privileges constrained skill teaching and learning in K-3 settings. The gatekeeper…
Descriptors: Primary Education, Kindergarten, Grade 3, Grade 2
Brownell, Cassie J. – Journal of Early Childhood Literacy, 2023
Drawing from data generated during the 2016-2017 academic year, this study centred on U.S. children's design of two critical literacies compositions--a letter to Congress and a persuasive multimodal text. Situated within an integrated unit focused on (im)migrants, children asked legislators to act on the GOP Administration's proposed border wall…
Descriptors: Grade 3, Language Arts, Critical Literacy, Elementary Education
Capotosto, Lauren – Journal of Early Childhood Literacy, 2022
This study investigated the extent to which third graders (n = 84) from predominantly low-socioeconomic status families had access to books matched to their reading levels in their homes. On average, students showed home visitors books that fell within the Common Core State Standards' recommended text difficulty range for Grade 3 (mean Lexile =…
Descriptors: Elementary School Students, Low Income Students, Grade 3, Childrens Literature
Rowe, Lindsey W. – Journal of Early Childhood Literacy, 2022
Under dominant, autonomous views of literacy, students' humorous language use during literacy events is often dismissed as 'off task' behaviour. Taking a languaging perspective, this paper considers how third-grade, emergent bilingual students' humorous language use functioned in both 'official' and 'peer' worlds during eBook composing events…
Descriptors: Bilingual Students, Humor, Grade 3, Electronic Publishing
Acosta, Melanie M.; Woodard, Paul – Journal of Early Childhood Literacy, 2022
In continuing the legacy of community-mindedness, good Black educators today consistently enact emancipatory pedagogies designed to protect Black children's personhood. Cultivating community in the classroom setting is one ritual they use toward affirming young Black children's literate character, presence, and pursuits, and they do so in the…
Descriptors: African American Teachers, African American Students, Culturally Relevant Education, Racism
Who Will Remember?: Racial Identity and Civil Rights Literature for Black Children at Freedom School
Piper, Rebekah E.; Jackson, Tambra O. – Journal of Early Childhood Literacy, 2022
Within Freedom Schools, the intellectual identities of academic achievement and success for Black children are fostered with positive cultural identity and social action as the foundation. This is partially accomplished with access to positive cultural messages in children's and young adult literature. The study in this article contributes to…
Descriptors: Schools, Civil Rights, Self Concept, Cultural Awareness
Jaeger, Elizabeth – Journal of Early Childhood Literacy, 2021
In the mid-1980s, researchers began to study writers working in collaboration. Much of this research attended to what might be termed side-by-side composing: authors working on their own individual pieces and discussing them with others as needed. Others have studied co-composing--that is, multiple authors crafting a single text--describing the…
Descriptors: Collaborative Writing, Writing (Composition), Writing Workshops, Elementary School Students
Peterson, Debra S. – Journal of Early Childhood Literacy, 2019
The purpose of this article is to describe higher order talk and writing about text with seven and eight year old students. Much research has been conducted with intermediate and secondary students but less is known about higher order thinking with primary grade students. Participants in this study included all second and third grade teachers and…
Descriptors: Learner Engagement, Elementary School Students, Questioning Techniques, Thinking Skills
Kosko, Karl W.; Zimmerman, Belinda S. – Journal of Early Childhood Literacy, 2019
Recent educational policy documents have encouraged engaging students in mathematical argumentation via discussion and writing. Most recently in the U.S., the Common Core State Standards recommend that children "construct viable arguments and critique the reasoning of others." One often advocated means of engaging students in this…
Descriptors: Content Area Writing, Elementary School Mathematics, Persuasive Discourse, Writing (Composition)