A Socio-Psycholinguistic Perspective on Biliteracy: The Use of Miscue Analysis as a Culturally Relevant Assessment Tool

Through the presentation of two bilingual reader profiles, this article will illustrate how miscue analysis can act as a culturally relevant assessment tool as it allows for the study of reading across different spoken and written languages. The research presented in this article integrates a socio-psycholinguistic perspective to reading and a translanguaging perspective to language use to highlight how differences in language and writing systems did not lead to difficulties or barriers in orally reading or comprehending texts. Contrarily, the use of miscue analysis was a culturally relevant assessment that provided a multidimensional perspective into the ways in which the readers constructed meaning. The article concludes with the benefits and the challenges of using miscue analysis with bilingual readers, and the implications of incorporating miscue analysis as a reading assessment tool in classrooms

A Review of The Reader Response Notebook: Teaching toward Agency, Autonomy, and Accountability

This book review examines two overlapping narratives in Ted Kelser’s The Reader Response Notebook: Teaching toward Agency, Autonomy, and Accountability. The first narrative is the reflective professional journey of Ted Kesler, who began re-envisioning the possibilities of reader response notebooks while he was an elementary and middle school teacher in New York City Public Schools. The second narrative is that of the students who used reader response notebooks in their classrooms. This review concludes with the idea of how The Reader Response Notebook is a comprehensive, practical book for teachers. The Reader Response Notebook exemplifies how inquiry lead to action to improve student learning through introspective and reflective thinking from classroom teachers and students

The Construction of Biliterate Narratives and Identities Between Parents and Children

This article highlights two bilingual families who participated in a larger study titled “Revaluing Readers and Families.”  Drawing on multiple theoretical perspectives to highlight the experiences of a Greek and English speaking family and a Spanish and English speaking family, this article explores how these two bilingual families created narratives and identities about biliteracy based on their perceptions of their children’s bilingual reading abilities.  Through a comparative analysis of multiple data sources that includes ethnographic observations, interview data, and miscue analysis data, this article investigates how the families co-constructed their children’s biliterate identities by acting and reacting to their children’s oral reading abilities in two languages.  Instead of viewing biliteracy as an all-or-nothing enactment, the findings suggest that families generate narratives of biliteracy that allow them to define and defend their children’s biliterate identities and abilities.  The implications of this research for educational settings are also discussed

Teaching Literacies in Diverse Contexts

Literacy education can take place in many locations and periods across the lifespan. Literacy educators require flexibility and a deep toolbox to meet their students’ diverse needs, regardless of whether they work in traditional school and college settings or in other environments with varied populations. Teaching Literacies in Diverse Contexts shows how practical experiences can be used in creative ways to support educator development for teaching literacy in a global context. Mentorship between a developing literacy educator and an experienced teacher educator is central to the book, and to the practical experiences in training or professional development that it focuses on. Chapters share the creative solutions discovered during mentorship that supported developing literacy educators to teach with authenticity in a number of contexts, including the adult learning sector, a rural community in Africa and alongside parents of very sick children. The authors demonstrate how this can be done in a sensitive and culturally relevant manner by parents, volunteers and teachers with varying degrees of experience in both formal and informal spaces. Together, the chapters build a crucial resource for preparing a broad range of literacy educators to teach literacy in many contexts where policy on how best to teach reading and writing to diverse student bodies ebbs and flows

Assessment Literacy: Implications for the Literacy Professional

This article explores how the general term of assessment literacy can be specified to the area of reading through the lens of the informal reading inventory, Qualitative Reading Inventory-5. This article will investigate the common misconceptions that teachers, who were enrolled in a graduate program to become state-certified specialized literacy professionals, had when conducting and interpreting the QRI-5. The data that will be presented is from a project that examined the theories that undergird informal reading inventories, and how teachers understood these theories. We will then include recommendations for improving assessment literacy for developing specialized literacy professionals

4-Chloro-2′,4′,6′-triethyl­benzophenone: a redetermination

The structure of the title compound [systematic name: (4-chloro­phen­yl)(2,4,6-trimethyl­phen­yl)methanone], C19H21ClO, has been redetermined at 100 K. The redetermination is of significantly higher precision than the previous structure determination at 133 K and reveals disorder of the one of the o-ethyl groups [occupancy factors = 0.77 (1) and 0.23 (1)] that was not identified in the previous report [Takahashi & Ito (2010 ▶). CrystEngComm, 12, 1628–1634]. The C—C—C—C torsion angles of the major and minor disorder components of the ethyl group with respect to the attached benzene ring are −103.7 (2) and −172.0 (6)°, respectively. It is of inter­est that the title compound does not display a single-crystal-to-single-crystal polymorphic phase transition on cooling, as was observed for a closely related compound, a fact that can be attributed to the disorder in the ethyl group