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Effective and Equitable Literacy Instruction
Tue, April 26, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Marriott Marquis San Diego Marina, Floor: South Building, Level 1, LeucadiaSession Type: Paper Session
Abstract
Examines the barriers and affordances that bear on implementing effective literacy instruction and supports in varied contexts, including elementary and secondary education. Explores impacts of pandemic-driven instruction, including hybrid and virtual delivery. Foregrounds equity and social justice in literacy education.
Sub Unit
Chair
Discussant
Papers
Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students With High-Incidence Disabilities - Roddy Theobald, American Institutes for Research; Dan Goldhaber, American Institutes for Research; Kristian Holden, American Institutes for Research; Marcy Stein, University of Washington - Tacoma
Short-Term and Long-Term Effects of Literacy First Tutoring on Student Outcomes - Ginger Stoker, American Institutes for Research; Sarah Caverly, Teachstone
Social Justice and Reading Science: Tinkering With the Tip of the Iceberg - Anne Murphy Karabell, American University; Danielle Gervais Sodani, American University; Sarah Irvine Belson, American University
Fostering Equitable Science Instruction With Text-Rich Investigations for Online and Face-to-Face Teaching - Kathleen A. Hinchman, Syracuse University; Cynthia L. Greenleaf, WestEd; Willard R. Brown, WestEd; Heather Howlett, WestEd
Understanding Teachers' Literacy Instructional Practices in K–3 Classrooms During COVID-19 - Tanya S. Wright, Michigan State University; Lori Bruner, University of Alabama; JoAnne M. West, Saginaw Valley State University