International Professional Literacy Associations’ Research Publications: Similarities and Differences that Promote Productive Action

• In Event: Sociocultural Considerations Across Literacy Research and Practice

Abstract

The teaching of reading to students in the early years has been a hot topic debated for decades in the field of literacy education. We present findings from a systematic literature review which provided empirical classroom-based research evidence on the teaching of reading in the early years represented in peer-reviewed journals of four literacy professional associations across three countries (Australia, UK, US) between 2004-2024 to identify what evidence professional journals had published.

Authors

• Katina Zammit, Western Sydney University School of Education

• Joan Rhodes, Virginia Commonwealth University

• Candace Bechtold, Virginia Commonwealth University