Integrating Transformative Social-emotional Learning and Literacy with Read-alouds: A Design-based Study

• In Event: Culturally Sustaining, Social-Emotional, and Critical Literacies

Abstract

This design-based study investigated the integration of transformative social-emotional learning (TSEL) and literacy with interactive read-alouds. In collaboration with a fifth-grade teacher, I designed Read-Alouds for Social-Emotional Learning (RASEL) to support students' TSEL and narrative comprehension. Findings highlight shifts in students’ emotional vocabulary, identity exploration, and social justice awareness after participating in RASEL. This study underscores the reciprocal relationship between social emotional and literacy development while offering a justice-oriented approach for educators to integrate TSEL.

Author

• Allison Phillippe, Grand Valley State University