Beyond Fragmentation: A Multidimensional Approach to Literacy Learning

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 4
  In Roundtable Session: (Re)defining and Exploring the Possibilities of Literacy Teaching, Learning, and Assessment in the K-12 Classroom

Abstract

Young people are increasingly marginalized by reductive definitions of literacy that reduce reading and writing to discrete, testable skills separate from meaning-making and identity development. This study examines how literacy instruction that integrates neuropsychological, sociocritical, and affective dimensions can cultivate meaningful engagement and agency. This qualitative case study focuses on Matt, a third-grade student who self-identified as a struggling reader and writer. Matt's transformation from rating his writing confidence at 2/10 in school to 10/10 illustrates how multidimensional pedagogical practices support students' development as confident, critically aware meaning-makers. The study demonstrates how integrated approaches can transform educational experiences for marginalized students by honoring diverse ways of knowing and challenging fragmented instructional paradigms.

Author

• Kelly C Johnston, Baylor University