Expanding Children’s Voice through Early Critical Literacy: A Case Study of Counter-storytelling in a Preschool Classroom - So Jung Kim, University of Texas at El Paso

Following the Literacy Journey of one JROTC Instructor - Julie Smit, Texas Tech University; Stephanie Millett, Texas Tech University

The Sustainment of Specialized Literacy Professionals in Teacher Leadership Positions - Thea Yurkewecz, State University of New York at Geneseo

Design Across Contexts: Leveraging Literacies in Secondary and Postsecondary Spaces - Aimee Hendrix, The University of Texas at Austin

Using Cognitive Strategy Instruction for Writing in a Middle School Social Studies Classroom - Erin Washburn, Binghamton University - SUNY; Peter Gierlach, Windsor Central Middle School

Warranting as Intersubjective Space: A Case in a High School English Classroom of Teaching and Learning of Argument literacy - Min-Young Kim, Ohio State University

Methodological considerations for conducting meaningful literacy research in multilingual/multiliterate communities - Minda Morren Lopez, Texas State

Culturally Responsive Teaching in an Afterschool Tutoring Program: Successes and Barriers - Dana Skelley, University of Memphis; Leslee Bailey Tarbett, University of Memphis; Margie Stevens, University of Memphis; Rebecca Anderson, University of Memphis

Joint Efforts Between Schools and Public Libraries: A Qualitative Study of Communities in the Joy of Reading Literacy Program - Siinamari Tikkinen, University of Oulu; Riitta-Liisa Korkeamäki, University of Oulu; Mariam Jean Dreher, University of Maryland

The Effects of an Experimental Reading Enrichment Program in an After-School Setting - Paula Schwanenflugel, University of Georgia; Megan Brock, The University of Georgia

Carol Booth Olson, University of California, Irvine

Reducing Achievement Gaps in Academic Writing for Latinos and English Learners in Grades 7-12 - Carol Booth Olson, University of California, Irvine; Huy Chung, University of California, Irvine

Becoming a Writer: Critical Moments of Transformation in the Case Study of Leo - Lauren Godfrey, University of California, Irvine

Scaffolding for Success: How the Grammar Brushstrokes Program Promotes Academic Discourse in Secondary Students - Jenell Krishnan, University of California, Irvine; Rebecca Black, University of California, Irvine

Elementary and Secondary Students’ Informational Writing: A Functional Linguistics Perspective - Zhihui Fang, University of Florida; Jungyoung Park, University of Florida; Shan Zhu, University of Florida

Teachers Are Listening to Kindergartners as They Author (Are We?) - Julie K. Kidd, George Mason University; Leslie La Croix, George Mason University; M. Susan Burns, George Mason University; Sehyun Yun, George Mason University

Ryan Iaconelli, The Ohio State University

Janet S Gaffney, University of Auckland

Development of a Literacy Instructional Model for Students in Special Education - Jerome D'Agostino, The Ohio State University; Emily Rodgers, The Ohio State University; Robert Kelly, The Ohio State University

An External Evaluation of Student Progress - Spyros Konstantopoulos, Michigan State University; Jerome D'Agostino, The Ohio State University

Teacher Perspectives About Change: Tracing Evolving Beliefs, Attitudes, and Knowledge About Literacy Instruction - Emily Rodgers, The Ohio State University; Christa Winkler, The Ohio State University

Describing and Analyzing Change Over Time in Student Progress: A HEROES Case Study - Emily Rodgers, The Ohio State University; Leslie McBane, Southwestern City Schools District; Robert Kelly, The Ohio State University; Rebecca Berenbon, The Ohio State University

"But no one ever read to me.": Preservice teachers' developing attitudes and knowledge of children's literature - Gina Marie Doepker, The University of Texas as Tyler; Annamary Consalvo, The University of Texas as Tyler

Bridging the Theory-Practice Gap in Elementary Teacher Education: High Leverage Practices within Writing Methods Courses - Joy Myers, James Madison University; Judy Hicks Paulick, University of Virginia

Scaffolding During Small Group Reading Instruction: How and Why Teachers Make Scaffolding Moves to Increase Student Learning - Ann M Castle, Michigan State University

Carole Janisch, Texas Tech University

Poster Session: Multinational and International Perspectives on Teacher Effectiveness and Student Learning - Carole Janisch, Texas Tech University; Xiaoming Liu, Towson University; Jiening Ruan, University of Oklahoma; Lijun Jin, Towson University; Hitomi Kambara, The University of Texas Rio Grande Valley; Evan Ortlieb, St. John's University; Massimiliano Tomassini, St. John’s University; Annalisa Susca, St. John’s University; Ran HU, East Carolina University; Qian WANG, Capital Normal University, Beijing; Bettina Buch, University College Absalon; Xianquan Liu, Department of Teaching, Learning, and Teacher Education , College of Education & Human Sciences, University of Nebraska Lincoln; Guy Trainin, University of Nebraska-Lincoln Dept. of Teaching, Learning & Teacher Education; Aiqing Yu, University of Nebraska-Lincoln Dept. of Teaching, Learning & Teacher Education; Earl H. Cheek, Jr., Louisiana State University; Kristin Anderson, St. John's University; Wolfram Verlaan, University of Alabama in Huntsville