Heidi Regina Bacon, Southern Illinois University Carbondale

From Content Knowledge to Scientific Inquiry: Standardized Item Writing as a Catalyst for Changing Teachers’ Practice of Disciplinary and Scientific Literacies - Heidi Regina Bacon, Southern Illinois University Carbondale; Lavern Byfield, Southern Illinois University Carbondale; Carol Elizabeth Colaninno, Emory University; Senetta Bancroft, Southern Illinois University Carbondale; Emily Wonnacott-Stanley, Southern Illinois University Edwardsville

Insights into the Texts Agricultural Scientists Use for Research, Teaching, and Extension - Stephanie M Lemley, Mississippi State University

Jackie Ridley, Kent State University

Bridging the Gap:Transforming Pre-Service Teachers' Beliefs and Practices in Literacy Education Through Professional Learning Networks. - Shannon Kane, University of Maryland-College of Education; Loren Jones, University of Maryland, College Park; Maggie P Peterson, University

Cross-Atlantic Community of Readers for Pre-Service Teachers: Results from a Design-Based Research Study - Clara Maria Fiorentini, Marino Institute of Education; Sharon Pratt, Indiana University Northwest; Geraldine Ann Magennis-Clarke, St Mary's University College, Belfast

Pedagogically Empowering Literacy Faculty: Building Agency through Self-Study Communities of Practice - Kathryn Mitchell Pierce, Saint Louis University; Courtney Shimek, West Virginia University; Tala Michelle Karkar Esperat, Eastern New Mexico University; Brady Nash, Miami University; Lyudmyla Ivanyuk, Trinity Christian College; Crystal Dail Rose, Tarleton State University

Fuyi Feng, The Ohio State University

Stakeholder Perspectives on Equity-Based Practices & Reciprocity with Multilingual Families and Youth in Canada - Cynthia Reyes, University of Vermont - Burlington, VT

Teaching English literacies in an internationalised English medium instruction school: Chinese EFL teachers’ roles perceptions - Cris Delatado Barabas, McGill University

Similar foci, different lenses: Literacy education beliefs and practice of Chinese and U.S. teachers - Yang Hu, Hunter College CUNY

Hiawatha Smith, University of Wisconsin-River Falls

“He Doesn’t Even Speak English”: Teacher Sense-making about Multilingual Students in Data Team Meetings as Part of Response to Intervention - Janna Brown McClain, Middle Tennessee State University; Lauren M MacDonell, Middle Tennessee State University; Caitlyn Osborne Parris, Middle Tennessee State University; Tiffany Lace Church, Middle Tennessee State University

Exploring Equitable Assessment Practices in a Critical Community of English Teachers - Kelly Chandler-Olcott, Syracuse University; Sarah M Fleming, SUNY Oswego

Adeline Mansa Borti, Grand Valley State University

Exploring Early Career Teachers’ Experiences with Literacy Instruction for Students with Dis(abilities) - Emily Mauer, Doctoral Student- University of Texas at Austin; Melissa Wetzel, University of Texas at Austin; Beth Maloch, The University of Texas at Austin

Exploring Shifts in Teachers’ Language Awareness: Teachers’ Perspectival Understanding of Teaching Multilingual Learners - Kwangok Song, University of Kansas; Josh Hayes, University of Kansas; Liyan Yang, University of Kansas; Palmer Attias, The University of Kansas

The Other Half: Linguistic Comprehension within the Science of Reading Study - Melissa Wrenn, East Carolina University; Meghan D Liebfreund, Towson University; Mark David Johnson, East Carolina University; Vatoyia Gardner, East Carolina University; Jenna McLawhorn, Grad student

Chelsey M Bahlmann Bollinger, James Madison University

Empowering Educators: A Case Study on Reading Intervention and Trauma-Informed Care in Afterschool Tutoring - Carla K Meyer, Duquesne University; Valerie Gresser, Duquesne University

Empowerment Literacy: Teachers’ Feelings of Autonomy and Agency in Response to Media Reports about Reading Instruction - Kay Thursby Bourke, University of Illinois Chicago; Mary-Kate Sableski, University of Dayton

Exploring Teacher Autonomy for Novice Teachers in Rural Settings - Rachael Waller, Montana State University Billings

Synergy of Multicultural Literature and Arts: One Teacher’s Journey towards Culturally Sustaining Practices - Shuling Yang, University of Maryland Baltimore County; Natalia Ward, ETSU

Get Fit! With Math and Lit: Facilitating Physical Activity, Mathematics, and Literacy with Youth through Multimodality and Culturally Relevant Pedagogy - Brittany Pinkerton, Augusta Univesrity; Christine Craddock, Delaware State University

Community Cultural Wealth: Agency through Asset-Based Approaches in Early Childhood Settings - Julia Maria Lopez-Robertson, University of South Carolina; Melissa Wells, University of Mary Washington

Incorporating Critical Consciousness within Culturally Sustaining Literacy Practices: A Review of the Literature - Heather Dunham, Clemson University; Oluwaseun Ayobami Oti, Clemson University

Jill S. Jones, North Carolina State University

Advancing early literacy instruction: a novel speech-to-sound-to-print approach for preschool and early elementary settings - Joy Maureen Allcock, Massey University; Naomi Polinsky, Hatch Early Learning; Nicole Elizabeth Nesheim, Hatch Early Learning; James Chapman, Massey University

Effects of the “Write Sounds” Intervention on Handwriting, Word Reading, and Spelling Outcomes - Pamela Shanahan Bazis, University of Nebraska-Lincoln

Verbal Rehearsal as an Instructional Intervention to Support A Novice Student’s Informational Writing - Kristen Evans, Kent State University; Denise N Morgan, Western Carolina University