The “Reading Wars” are Back: What are the Implications for Adolescent Literacy?

This article unpacks the current political and educational debates around the Science of Reading, Simple View of Reading, and Active View of Reading. In the article, the author describes evidence-based reading practices for adolescents and connects them to components of the Active View of Reading. Finally, the author provides a rationale for caution in over-applying research-based approaches for early literacy with adolescents

Exploring Living Conditions and Asthma Among Migrant Farmworkers

Migrant farmworkers are exposed to many physical, chemical, and biological hazards that pose human health risks. Quality of housing is a major factor that contributes to asthma disparities around the world; however, no study to date has explored the factors associated with the high rates in this population. Poor housing conditions are associated with a wide range of health conditions, including respiratory infections and asthma. Addressing housing issues offers public health practitioners an opportunity to address an important social determinant of health. Using the Social Ecological Model, the objective of this quantitative, cross-sectional dissertation study is to examine the presence of asthma based on the housing location, overcrowding, and the type of housing among migrant farmworkers. Using the National Agricultural Workers Survey (NAWS) dataset obtained from the United States Department of Labor (DOL), interviews were used to examine demographic, employment, and health data among migrant farmworkers. Logistic regression models were applied to explore the relationship between asthma diagnosis and housing among this population. Results of this dissertation study revealed that there is a relationship between the housing location and the type of housing migrantfarmworkers reside in and asthma

Essential Practices for Disciplinary Literacy Instruction in Secondary Classrooms

This article describes the role of student-centered, problem-based instruction, and it offers practical tips and resources for secondary English Language Arts educators in using effective problem frames for units of instruction

How Do We Get These Kids Reading? Supporting Readerly Identity in Secondary English Classrooms

In this article, we aim to clarify the specialized purposes for reading in secondary English language arts (ELA) classes. We will suggest ways ELA teachers can help build (or repair) students’ readerly identities while also ensuring they graduate with the necessary skill sets to transfer their knowledge into further studies, careers, and lifelong pleasure reading

Big Kids Need Books Too: Lessons Learned From Building Classroom Libraries at the Secondary Level

This article is intended to describe the rationale and process of creating and effectively using classroom libraries in middle- and high-school English Language Arts classrooms. The authors connect theory to practice, using research to guide decisions about book selection and teacher professional development that takes into account the unique affordances and constraints of using classroom libraries at the secondary level. Additionally, the authors include considerations for the current reality of remote, virtual, and blended learning scenarios

Essential Practices for Disciplinary Literacy Instruction in Secondary Classrooms

In response to the call for increased literacy and more equitable learning opportunities across the state of Michigan, the 6-12 Disciplinary Literacy Task Force formed. The group’s first charge was to revise and publish the Essential Practices for Disciplinary Literacy Instruction in the Secondary Classroom: Grades 6 to 12, based on the work of lead researchers from the University of Michigan, Drs. Elizabeth Moje and Darin Stockdill. During the 2019-2020 school year, education consultants and educators from around Michigan participated in the Regional One-Day Institute, which served as an introduction to the Essential Practices for Disciplinary Literacy Instruction in the Secondary Classroom. To keep the conversation (and learning) moving forward among secondary English Language Arts, Mathematics, Science, Social Studies, Career Tech, Visual/Performing Arts, and World Languages teachers, the Disciplinary Literacy Task Force is excited to offer the Deeper Dive Institute during the 2020-2021 school year

Teacher of Literature and Literacy: Rethinking Secondary English Language Arts

This article aims to explore the complexity of instruction in secondary English Language Arts (ELA) classes, addressing the role of teacher identity, educator preparation programs, equity and access, and the role of the Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom. We suggest that there is a possibility to attend to both teaching literature and literacy within middle- and high-school ELA classrooms and provide a vision for working toward this balance