South Carolina State Council of the International Reading Association (SCIRA) Records - Accession 1343

The South Carolina State Council of the International Reading Association (SCIRA) Records consists of correspondence, minutes, newsletters, highlights, bylaws and policies, board meeting goals and committee reports, financial reports and budgets, invoices, conference summaries, conference booklets, SCIRA and IRA memorabilia and promotional, IRA convention booklets, IRA various papers, applications, directories, educational materials, and various articles related to SCIRA and archival preservation methods.https://digitalcommons.winthrop.edu/manuscriptcollection_findingaids/2163/thumbnail.jp

Multiple Roles of Specialized Literacy Professionals: The ILA 2017 Standards

This article compares the ILA 2017 Standards for preparing specialized literacy professionals with the 2010 Standards. The authors also describe levels of emphases for each specialized literacy role and implications of the new Standards for those serving in the field and for those who prepare them

Code‐Switching Pedagogies and African American Student Voices: Acceptance and Resistance

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88094/1/JAAL.53.2.3.pd

Clarifying Differences Between Reading Skills and Reading Strategies

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88049/1/RT.61.5.1.pd

Memorias de la Primera Reunión Internacional de Administración Rural Gerencia de Empresas Agropecuarias

261 páginasLa reunión se concentra en intercambiar experiencias sobre sistemas de manejo de las empresas agropecuarias en Colombia, Inglaterra, Francia, Brasil y Costa Rica; generalizar el uso continuado y coordinado de las técnicas y métodos administrativos en la agricultura colombiana; plantear aspectos de organización, planificación y dirección de la empresa agropecuaria

Of Research reviews and practice guides: Translating rapidly growing research on adolescent literacy into updated practice recommendations.

The demand for evidence-based instructional practices has driven a large supply of research on adolescent literacy. Documenting this supply, Baye, Inns, Lake, and Slavin’s 2019 article in Reading Research Quarterly synthesized far more studies, with far more rigorous methodology, than had ever been collected before. What does this mean for practice? Inspired by this article, I investigated how this synthesis compared with the 2008 U.S. Institute of Education Sciences practice guide for adolescent literacy. I also include two contemporary documents for context: Herrera, Truckenmiller, and Foorman’s (2016) review and the U.K. Education Endowment Foundation’s 2019 practice guide for secondary schools. I first examine how these documents define adolescent, reading, and evidence, and propose more inclusive definitions. I then compare their respective evidence bases, finding that the quality and quantity of evidence have dramatically changed. Only one of the 34 studies in the 2008 U.S. practice guide met Baye et al.’s inclusion criteria in 2019, and the average sample size in Baye et al.’s studies was 22 times as large as those in the 2008 U.S. practice guide. I also examine the potential implications for a new practice guide’s instructional recommendations and comment on the expansion of research in technology, disciplinary literacy, and writing—topics scarcely covered in the 2008 U.S. practice guide but which have been extensively researched since then. Finally, I call for revision of the U.S. practice guide and the establishment of standing committees on adolescent literacy to help educators translate the latest research findings into updated practices