Georgia Journal of Literacy is the peer-reviewed, open-access publication of the Georgia Association of Literacy Advocates (GALA), an affiliate of the International Literacy Association (ILA). We publish research- and practitioner-based articles related to language and literacy education at all levels. We welcome the voices of all literacy advocates, from literacy scholars and researchers, PK–12 classroom teachers and school leaders, and graduate students throughout Georgia and beyond. Our editorial review board, readership, and authorship are nationally representative. Editors: Drs. Robert A. Griffin and Bethany L. Scullin, University of West Georgia (editors@galiteracyjournal.org)
Georgia Association of Literacy Advocates
“Not Just for the Boomers”: The Importance of Grammatical Understandings in 21st Century P–20 Classrooms
The word “grammar” often conjures negative feelings for both students and teachers; for students, learning rules of language can be simultaneously daunting and boring, and teachers can often view this as a battle that they would prefer not to fight. In an age of texting, social media, and generative artificial intelligence (GenAI), the use of proper punctuation, capitalization, and other writing mechanics has become less regulated, yet due to newly implemented ELA standards within the state of Georgia, as well as new legislation efforts designed to improve literacy for all students, there is now a deeper emphasis on grammar as a focal point of instruction. This article provides a literature review of the importance of teaching and learning grammatical concepts in all grade levels in P–12, as well as in educator preparation programs (EPPs), preparing the next generation of teachers, and provides context of how educators can provide information that best supports P–20 students’ communicative skills.
Copyright (c) 2025 Dr. Vicki L. Luther, Dr. Matthew J. Sroka
Making Thinking Visible: Explicit, Transferable Literacy Practices Across the Curriculum
This editorial article introduces the Fall 2025 issue of the Georgia Journal of Literacy, which is themed "Making Thinking Visible: Explicit, Transferable Literacy Practices Across the Curriculum." With AI writing on the rise, new standards, and continued emphasis on science-based reading instruction, teachers are being called on to both teach structured literacy skills and the thinking that drives them. The four articles in this issue show how systematic, explicit, evidence-based instruction, along with modeling metacognition and culturally responsive teaching, can help students make learning visible and transferable across content areas. From reimagining grammar instruction for digital-age learners, to coupling structured literacy with metacognition, to bridging math and storytelling, and using mentor texts to cultivate writing craft, each article highlights how modeling cognitive processes transforms students into strategic, reflective thinkers. The articles here collectively call for literacy instruction that connects creativity, clarity, and structure with equity and thinking with doing.
Copyright (c) 2025 Dr. Robert A. Griffin, Dr. Bethany L. Scullin
Beyond Fire and Tacos: Using 'Dragons Love Tacos' to Ignite Mathematical Thinking through Interdisciplinary Read-Alouds
On a bright Tuesday morning, in a university math undergraduate course, the professor held up a beloved children’s picture book, Dragons Love Tacos by Adam Rubin, and the room filled with smiles. “If you want to make math fun, put it in a taco!” shouted one teacher candidate, prompting laughter all around. While the line was humorous, it also hinted at something deeper: mathematics, when anchored in meaningful contexts, becomes more than just numbers on a page. This narrative follows a group of teacher candidates as they explore mathematics through the lens of children’s literature. Using the playful yet insightful story of taco-loving dragons who cannot eat spicy salsa, the lesson evolved into a space where literacy, math, and interdisciplinary teaching came to life.
Teaching Thinking for Reading: Merging Executive Function, Structured Literacy, and Asset-Based Practices
Reading comprehension requires more than decoding; it requires strategic thinking. Yet many students, particularly those from historically marginalized backgrounds, are often labeled as struggling readers without attention to their cognitive assets or instructional gaps. This practitioner-based article explores how educators can intentionally teach thinking for successful reading by modeling executive function skills and comprehension strategies, fostering metacognition, and affirming students’ cultural knowledge and assets. Grounded in the science of reading and learning, this work draws on research on executive function, purposeful think-alouds, and asset-based frameworks. This article offers practical, classroom-ready strategies for implementing structured literacy in ways that support comprehension, center student voice, and affirm diverse ways of knowing. Through teacher think-alouds, culturally responsive approaches, and student strategy reflection routines, this piece will show how educators can bridge the gap between decoding and comprehending while honoring the assets and brilliance students bring to the classroom.
Mentor Texts as a Bridge to Independent Writing: Supporting Young Writers Through Sentence Imitation and Craft Study in the Elementary Classroom
This article explores the use of mentor texts as a powerful strategy for developing independent writing skills in elementary students. Drawing on classroom experience and inspired by the sentence composing approach of Don and Jenny Killgallon, the authors demonstrate how mentor texts can be used to support craft study and sentence imitation across a range of writing skills—from prepositional phrases and parallel structure to adjective and adverbial clauses. The article provides practical, developmentally appropriate examples for teaching students how to analyze and mimic writing moves of professional authors. It also illustrates how mentor texts can be used to teach students to craft engaging leads and build narrative depth. Through a gradual release of responsibility, students gain confidence and independence as they begin to internalize sophisticated writing techniques. The authors conclude by emphasizing the importance of thoughtful scaffolding, patience, and high expectations in helping students of all levels grow as confident, capable writers.
Copyright (c) 2025 Dr. Jolene Reed, Dr. Melinda Miller
Beyond the Page: Reimagining Literacy Across Media, Cultures, and Classrooms
The Spring 2025 issue of the Georgia Journal of Literacy, themed “Beyond the Page: Reimagining Literacy Across Media, Cultures, and Classrooms,” challenges, expands, and reimagines what literacy means in modern classrooms. This issue explores a mix of literacy practices, from digital texts and AI tools to dialect use and blending across different genres and fields. The opening research articles invite readers to consider early literacy through the lens of multimodality, social-emotional development, and teacher identity. A bridging article explores how AI can personalize literacy instruction for students with autism, and the teaching-focused pieces offer classroom-ready strategies that celebrate linguistic diversity and integrate literature with science instruction through blended genres. These contributions together illustrate how literacy is not confined to the printed page but lived, embodied, and continuously reshaped by the media we use, the identities we affirm, and the worlds we seek to understand.
Fostering Social-Emotional Learning in Children's Books: An Analysis of Content and Quality
Social-emotional learning (SEL) is increasingly recognized as essential to children’s development, equipping them with tools for emotional regulation, positive relationships, and responsible decision-making. This quantitative study explores how SEL is represented in contemporary children’s literature, drawing on the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework to analyze the frequency and quality of SEL themes across five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The study focuses on two primary research questions: (1) Which SEL themes appear most frequently in children’s books based on rubric scores? and (2) How do literary and artistic rubric ratings relate to the effectiveness of SEL content? The study differentiates between the presence of SEL themes and the quality of their delivery. Findings highlight how children’s books can serve as powerful tools for modeling empathy and social understanding, offering valuable insights for educators, parents, and publishers seeking to support holistic child development through literature.
Copyright (c) 2025 Dr. Forrest R. Parker III, Dr. Jodi Cronin
Teachers as Readers: Examining the Personal Reading Lives of English Educators
This study explores the complex personal reading lives of four English teachers. Through a combination of participant-generated artifacts, interviews, group meetings, and virtual discussions, the study uncovers the diverse reading habits, motivations, and identities of these teachers. Findings highlight the variety of texts they engage with and the range of reasons that drive their reading, offering valuable insights into how teachers’ reading experiences shape their pedagogical approaches. By fostering strong personal reading habits among teachers, this study suggests that teachers can model positive reading experiences for students, potentially inspiring a more engaged and enthusiastic approach to reading in the classroom leading to more engaged readers. These findings call for a greater emphasis on fostering the personal reading lives of teachers.
Leveraging AI to Enhance Literacy in Students with ASD: Insights and Applications
Students with autism spectrum disorder (ASD) face unique challenges in literacy development, often requiring more individualized support than traditional interventions can provide. This paper explores the potential of generative artificial intelligence (AI) tools, such as AI-powered notetaking, natural language processing (NLP) applications, image generation, and AI-powered tutoring, to enhance literacy outcomes for students with ASD. Drawing on both research evidence and clinical practice, the paper highlights how AI tools can offer personalized, adaptive learning experiences that promote key literacy skills such as reading fluency, vocabulary acquisition, and writing organization. These tools provide a flexible and engaging approach to learning that can increase confidence and reduce anxiety, particularly for students who struggle with traditional methods. The paper also offers practical strategies for educators, therapists, parents, and policymakers to effectively integrate AI tools into educational and therapeutic settings, ensuring a collaborative approach to supporting students with ASD. However, the author stresses that while AI offers promising support, it is most effective when used alongside traditional literacy strategies and continually assessed to ensure it meets the evolving needs of students with ASD.
Teaching with a Twist: Embracing Appalachian (and Other) Dialects—Y’all Ready for This?
Situated within the Appalachian region, I celebrate dialect diversity within the courses I teach. Appalachian English, a recognized marginalized language variety, is my own dialectical heritage and that of my students. As such, I reinforce the notion that home languages, i.e., dialects, have a place in English language arts instruction in a direct, not peripheral, manner. To build students up in their use of their home languages, to help children see the value in native speech patterns, and to know that no single voice can represent an entire region, engaging in language and culture studies that reinforce the dialect and region in a positive manner is a must. Focusing on books that promote the Appalachian area and people group in a way that is free of stereotypes is central to supporting the acceptance of this marginalized language variety. Additionally, including intentional activities that highlight the richness of language serves to celebrate students’ voices and cultural histories.
Empowering Readers: Student-Centered Strategies for Literacy Success
The Fall 2024 issue of the Georgia Journal of Literacy, themed “Empowering Readers: Student-Centered Strategies for Literacy Success,” highlights innovative methods and practical strategies that equip educators to enhance literacy outcomes. The articles here explore methods that blend research with pragmatism and directly address the needs of today’s learners. From fostering critical thinking and decoding skills to boosting reading engagement through diverse text selections, this issue provides actionable insights to help teachers cultivate empowered, motivated readers. Contributors share teaching tips, practitioner reflections, and research-informed articles that are structured to support educators in shaping resilient, skillful readers.
Copyright (c) 2024 Dr. Robert A. Griffin, Dr. Bethany L. Scullin
Combining Picturebooks and Poetry as Blended Genres to Teach Earth and Space Science
The concept of combining picturebooks and poetry as blended genres to teach important concepts in life science was introduced in a previous article (see Author, in press). This article builds on and extends that article by combining picturebooks and poetry as blended genres to teach earth and space science. It briefly reviews the value of integrating poetry and science, the important relationship between paired text and blended genres, and the connection between blended genres and Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS) Standards. It shares examples of blended genres and samples of instructional strategies that K-8 teachers can use to help students learn important concepts in Earth and Space and Science and ends with final thoughts.
Very Mindful, Very Multimodal: Digital Texts Affordances for Emergent Readers
The increasing presence of digital texts in early literacy education demands a deeper understanding of how they shape reading comprehension and vocabulary acquisition. This scoping review explores the most current research on digital literacy, emphasizing how early readers engage with digital texts and what this means for curriculum development. With the rise of one-to-one digital devices in classrooms, particularly following the COVID-19 pandemic, students are reading and interacting with texts in new ways, yet research on early literacy has often lagged behind these technological shifts. Digital texts are more than digitized print; they introduce multimodal features that require different cognitive processes and instructional approaches. Findings suggest that high-quality, narrative-driven digital texts with interactive affordances can enhance meaning-making, comprehension, and vocabulary learning, especially when paired with thoughtful instructional scaffolds. However, gaps remain in understanding how students transfer literacy skills between print and digital formats and how educators can best integrate digital literacy instruction into early reading curricula. This review underscores the need for continued research into the evolving role of digital texts in literacy development, ensuring that instructional practices keep pace with the realities of 21st-century reading environments.
Text Considerations to Motivate Boys to Want to Read
Increasing motivation to read among elementary boys is an important consideration in closing the gender achievement gap in reading as students who are motivated to read typically increase their reading volume which can positively impact reading achievement. This article discusses the following text considerations that can impact boys’ motivation to read: (a) topic; (b) genre; (c) series, and (d) text layout. It is critical that books with these text considerations are accessible in classroom libraries, as male students in previous studies have not found texts of interest at school. The article provides a checklist for teachers to self-evaluate the types of texts that are needed in classroom libraries that can appeal to male students.
Copyright (c) 2024 Dr. Lunetta M. Williams
SSSLIDE into Reading Big Words! A Strategy for Decoding Multisyllabic Words
The ability to decode multisyllabic words significantly impacts fluency, automaticity, vocabulary, and comprehension ability. As students advance to the intermediate grades, this skill becomes increasingly critical as they are exposed to a greater volume of informational text containing a higher frequency of multisyllabic and unfamiliar words. Given the rising number of older children reading below grade level, it is essential for intermediate-grade teachers to employ effective and efficient strategies to teach multisyllabic word decoding. This article introduces SSSLIDE, a straightforward strategy that can be taught in just twelve 30-minute lessons, empowering students to decode most multisyllabic words and ultimately to make sense of what they read.
Combining Picturebooks and Poetry as Blended Genres to Teach Life Science
This article introduces the concept of combining poetry and picturebooks as blended genres and shares an instructional strategy that K–8 teachers can use with blended genres to help students learn important concepts in ELA and life science. It begins with background on the important relationship between science and literature. Next, it describes fundamental differences between paired text and blended genres and connects blended genres to the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS). Then, it shares examples of blended genres and a sample of an instructional strategy that can be used with blended genres to teach important concepts in Life Science. It ends with a final thought.
Teaching Vocabulary in Meaningful and Memorable Ways: Explicit Instruction in the English Classroom
This article discusses the importance of facilitating explicit vocabulary instruction in the English Language Arts (ELA) classroom. Vocabulary research on best practices suggests that explicit instruction can potentially increase student learning outcomes. The discussion begins with research on effective instruction, identifying words to teach, and ends by providing practical strategies that can be used in the ELA classroom.
Phonetic Continuum Matrix: A Research-Informed Approach to Selecting Decodable Words for Phonics Instruction
This article presents a sequential system for selecting words for early decoding instruction. We have named our model the Phonetic Continuum Matrix due to its intersection with the developmental continua of phonemic awareness and phonics. Our purpose for creating this model is to offer teachers an efficient and sequential method of selecting words for word making, word breaking, sorting, and other activities and games during phonemic awareness and phonics instruction. We begin this article with a literature review to explain “why” we teach explicit phonemic awareness and phonics skills during early literacy instruction. Following that discussion, we explore the research used to create our sequential system for selecting words. Next, we present the Phonetic Continuum Matrix and share recommendations for using the model when designing early literacy instruction.
Copyright (c) 2024 Dr. Stephanie Grote-Garcia, Dr. Bethanie Pletcher, Hanna B. Patton-Elliott
Authoring Counter-Narratives: Showcasing Student Voice through Critical Stance
In this teaching tip, we provide a method for teaching middle and secondary English language arts (ELA) students to assume a critical stance while reading and responding to diverse literature and media. Specifically, we address the infusion of critical literacy as a pedagogy to enable students to engage in criticality by identifying negative stereotypes and harmful biases, and then take action by offering counter perspectives. We begin with a brief discussion on critical literacy as a means to promote critical stance, followed by the learning activities for classroom instruction and a student example to illustrate the power of critical stance to promote student agency. Our method for critical stance instruction draws upon Rosenblatt’s (1978) seminal work on literature-based instruction that reading is a transaction between the reader and the text and Leland et al. (2018) who explicated that readers need to engage in critical transactions—a dimension of critical literacy.
Copyright (c) 2024 Dr. Lina B. Soares, Ali Ameduri
In their classrooms, teachers create learning environments that foster knowledge acquisition through the strategies they choose to implement. This article highlights a strategy called Brain Drain, which teachers can set up as an activity that will help students access their prior knowledge, connect new learning, and have an opportunity to discuss and build upon this learning with peers. The Schema, Cognitive Load, and Sociocultural Learning Theories are mentioned, briefly highlighted, and connected to this strategy.
Integrating Conventional and Innovative Practices: Enhancing Literacy Education in Diverse Contexts
The Spring 2024 issue of the Georgia Journal of Literacy highlights how traditional teaching methods and innovative practices can be merged to effectively address the needs of today’s diverse student population. Articles within this issue advocate for a dynamic approach to literacy instruction, combining decades of research with contemporary classroom realities. The contributors to this issue explore topics from the complexities of reading aloud to leveraging community-based literacy projects, each underscoring strategies to create more inclusive and engaging learning environments. The issue also examines the importance of empirical data in developing effective literacy practices and offers practical strategies that apply research findings to enhance teaching and learning. The nine articles in this issue deepen understanding and encourage educators to innovate and adapt in ways that improve student engagement and literacy outcomes.
Copyright (c) 2024 Dr. Bethany L. Scullin, Dr. Robert A. Griffin
From Paired Text to Blended Genres: Pairing Picturebooks with Poems
This article introduces the concept of blended genres and describes a rationale for using blended genres to teach important topics in the English Language Arts (ELA) classroom. It begins with a vignette that sparked curiosity about, and the motivation to develop, a variety of blended genres. It describes blended genres as rooted in traditional notions of paired text, provides theoretical background on the benefits of paired text, and highlights intertextuality as one important benefit, among others. It shares examples of blended genres and illustrates samples of instructional strategies used with blended genres to support intertextuality and student learning on important topics in English/Language Arts (ELA). It ends with concluding thoughts.
Copyright (c) 2024 Dr. William P. Bintz, Abbey Galeza
Looking for It: Language, Literacy, and History in Place
Within this article, we explore how teachers, researchers, and community members—including youth—worked in collaborative conversations and place-based projects to explore the languages, stories, and histories of their local Georgia communities. By examining the process of “looking for it,” as one youth researcher puts it, this article explores three inquiry practices Georgia youth use to identify and sustain community language and literacy practices: personal storytelling, walking histories, and breaking bread. These community literacies resulted in youth having a stronger sense of self and community and understanding the relationship between them. Additionally, the practices spurred critical thinking, historical inquiry, and socioemotional learning. Community exploration through community literacies created the foundation for place-based language, literacy, and history research to take root and flourish.
Copyright (c) 2024 Dr. Leah Panther, Caitlin Hochuli
Igniting the Fire Within: Culturally Relevant Expository Writing
This article presents the findings of an action research study that explored the impact of culturally relevant writing instruction in an English classroom. Research practitioners have used terms such as real-life (Moore-Hart, 2005), innovative (Kinloch, 2009), and culturally relevant writing pedagogy (Winn & Johnson, 2011) to denote the type of experiential and relevant writing instruction that should be occurring in classrooms. These terms are synonymous because they require students to leverage their culture, perspectives, interests, and personal experiences as inspiration for writing. The discussion begins by presenting the literature on culturally relevant literacy instruction. Then, the author discusses the steps for implementing this pedagogical approach and provides key insights on the subject matter.
culturally relevant literacy instruction
The Effects of Question-Answer-Relationship (QAR) Instruction on Standardized Reading Comprehension Test Scores of Third-Grade Students
Despite many school reform initiatives designed to ensure reading proficiency for all students, recent reports from the National Assessment of Educational Progress (NAEP) reveal that only 37 percent of fourth-grade students and only 34 percent of eighth-grade students performed at or above the proficiency levels measured in reading (NAEP, 2017). This quantitative study used a non-equivalent control group design to examine the impact of direct instruction of the Question-Answer-Relationship (QAR) strategy on standardized reading test scores of third-grade students. It also specifically examined the impact of direct instruction of the QAR strategy on traditionally underserved students' standardized test scores. A two-way Analysis of Covariance (ANCOVA) was conducted. Adjusted marginal mean post-test scores in the group receiving treatment of the QAR strategy (64.580) were higher than the mean post-test scores of students who did not receive QAR instruction (56.382). Adjusted marginal mean post-test scores of students who did not receive QAR instruction (56.382). Adjusted marginal mean post-test scores of historically underserved students showed no significant differences (60.05 and 60.90, respectively). In addition, adjusted marginal mean post-test scores of historically underserved and non-historically underserved students who received QAR instruction showed no significant differences (54.48 and 58.29).
Copyright (c) 2024 Dr. Susan Green, Dr. Maryann Mraz
Teaching Between the Bans: Exploring Book Banning, Censorship, and Book Access in the Middle Grades
In this article, we invite middle-level educators to discover how literature can be a gateway to understanding and addressing book bans, censorship, and access to books. We delve into the recent rise in book challenges, particularly against diverse narratives, and trace the historical roots of censorship. Highlighting ten selected texts, we show how they can be practical tools in teaching the critical importance of intellectual freedom. Accompanied by discussion questions and engaging teaching ideas, these books aim to spark critical thought, embrace varied viewpoints, and motivate students to actively discuss censorship issues. This piece is a resource for educators to enrich their approach to complex topics and underscore the vital role of reading in shaping aware, inquisitive, and active citizens in today’s increasingly complex world.
Copyright (c) 2024 Dr. Bethany L. Scullin, Nickie B. Smith, Holly N. Proby
Tips for Organizing a Dyslexia Simulation Workshop for Pre-Service Teachers
The impact of dyslexia on literacy has gained much attention in recent years, resulting in the need for additional training for teachers at all levels of the educational system. Therefore, the purpose of this paper is to provide tips on how to organize a dyslexia simulation. Authors recount their experiences building a team, identifying participants, selecting a simulation, planning, organizing, setting up, and implementing a dyslexia simulation workshop for pre-service elementary and special education teachers. Initial expectations, challenges, and successes are highlighted. Final reflections, lessons learned, tips, and resources (Table 3) are shared. Overall, the facilitators and participants found the experience beneficial.
Copyright (c) 2024 Dr. Kimberly A. Davidson, Dr. Sarah Williams, Dr. Emily Lin, Dr. Annmarie Jackson, Dr. Paula Tench
A Psychometric Review of Universal Reading Screeners Approved by the State Board of Education
In 2023, the Georgia Legislature passed the Georgia Early Literacy Act (HB 538), representing a sweeping reform effort to improve the quality of early reading instruction in the state. HB 538 requires schools to screen children in kindergarten through third grade three times yearly. Related to this requirement, HB 538 requires that the State Board of Education approve a list of 16 universal reading screeners that can: 1) provide relevant information to target instruction, 2) measure foundational literacy skills, 3) identify students who are struggling to acquire reading skills, and 4) be used to monitor progress. The purpose of this review is to provide a supplement to the SBOE’s approved list so that Local Education Agencies (LEAs) can assess the relative psychometric strength of each screener as they select the most appropriate screener for the students they serve. We compiled information regarding each screener's reliability, validity, sensitivity, and specificity to create an exposition of their strengths and weaknesses. We found that GaDOE's approved list contains numerous tools with acceptable psychometric properties; however, large variability in the amount of psychometric data available for each screener is problematic. LEAs are recommended to consider psychometric strength as a critical factor when selecting an early literacy screener.
Copyright (c) 2024 Dr. Lindee Morgan, Joseph Wenke, Dr. Kristina Dandy
Using Companion Texts to Widen Student Perspective Across the Curriculum
This article is based on an unexpected experience between a grandfather (William Bintz, the first author) and his six-year-old granddaughter. This experience sparked a collaborative inquiry project that explored companion texts as a new way to develop paired texts. The purpose of this article is to share examples of companion texts and instructional strategies to use across the curriculum. We begin by describing four theoretical frameworks underpinning the notion of companion texts. These include the concept of paired text, the benefits of paired text, the process of intertextuality, and reader response theory. Next, we describe companion texts as a new way to pair texts and include a rationale for the development and use of companion texts across the curriculum. Then, we share samples of instructional strategies that teachers can use with companion texts to widen student perspectives and enrich knowledge across the curriculum. We end with concluding thoughts.
Copyright (c) 2024 Dr. William P. Bintz, Dr. Lisa Parker
Bridging the Divide: Advancing the Science and Art of Teaching Reading in Diverse and Inclusive Classrooms
The fall 2023 issue of the Georgia Journal of Literacy delves into a crucial intersection: the empirically supported science of reading and the ever-present need for diversity, inclusion, and multi-modal literacies in our classrooms. As the dialogue around literacy shifts toward science-based methods, the articles in this issue pose a pivotal question: How can these scientifically grounded methods be incorporated into diverse and inclusive learning environments? Our contributors approach this conundrum from multiple angles—examining ESOL co-teaching strategies, leveraging picturebook biographies for inspiration, implementing culturally relevant pedagogies, and providing practical teaching tips for diverse classrooms. Through a carefully curated ensemble of articles, we challenge traditional paradigms and advocate for a literacy education that is scientifically rigorous yet deeply sensitive to the rich tapestry of cultural, linguistic, and cognitive diversity in our classrooms. The content serves not just as a timely response to ongoing debates in literacy education but also as a catalyst for future innovations that harmonize the science with the art of teaching reading. This issue aims to inspire a shift—from mere motivation to deep-rooted inspiration, from monolingualism to multilingualism, and from traditional to culturally responsive pedagogical practices.
Copyright (c) 2023 Georgia Journal of Literacy