American Reading Forum Online Yearbook - Volume XXXVIII 2018

Language and Literacy: Meeting the Challenges of All Learners


Editor: Nora A. Vines, The University of Tennessee-Knoxville

Editor: Stergios Botzakis, The University of Tennessee-Knoxville

Editorial Assistant: Jason DeHart, The University of Tennessee-Knoxville

Review Board

Alicia Kelley, Clemson University

Amber Godwin, Sam Houston State University

Ann Wolf, New Mexico Highlands University

Carrie Buckner, University of Tennessee, Knoxville

Cathie English, Missouri State University

Celia Maria Blandon, Florida International University

Christina E. Grant, Murray State University

Erika Bass, Virginia Polytechnic Institute and State University

Erin Klash, Auburn University, Montgomery

Jennifer Jordan, University of Tennessee, Knoxville

Jennifer Van Allen, Lehman College

Jim Hill, Virginia Polytechnic Institute and State University

Joyce Fine, Florida International University

Kelly Chandler-Olcott, Syracuse University

Megan Marshall, Marshall University

Patricia A. Crawford, University of Pittsburgh

Sherron Roberts, University of Central Florida

Shuling Yang, University of Nebraska, Lincoln

Zoi Philippakos, University of Tennessee, Knoxville

Graduate Student Mentor Program

Emily Pendergrass, Vanderbilt University

Trevor T. Stewart, Virginia Polytechnic Institute and State University

In Memoriam


A Phenomenological Study on Mothers’ and Children’s Views on the Digital Devices for Literacy Practices at Home

Shuling Yang, University of Nebraska, Lincoln

An Innovative Design for Peer Mentoring: Tiered Cognitive Coaching

Joyce C. Fine, Florida International University
Obi Lawrence, Miami-Dade County Public Schools
Al Lawrence, Miami-Dade County Public Schools

Creating, Preserving, and Exploring Literacy Archives: The History of Reading News as a Case

Samuel R. DeJulio, University of Texas at Austin
Norman Stahl, Northern Illinois University
James R. King, University of South Florida

ESOL Students and Native English Speakers: Bridging the Gap in a Digital Collaborative Classroom

Shalandar Samuels, University of Central Florida

Preservice Teachers Explore Informational Text Structures

Michelle R. Ciminelli, Niagara University

Strategy Instruction, Drama, and Oral Discourse in Grades K to 2: Results from Cycle 1

Zoi A. T. Philippakos, University of North Carolina at Charlotte
Logan Robinson, University of Delaware
Sarah Munsell, University of Pennsylvania

Virtual Writing Feedback as Design

Alicia Kelley, Clemson University

We make the road by talking: Collaborative teacher education, literacy research, and direct action through an ethic of mutual aid

George L. Boggs, Florida State University
Cecilia L. Bell, Florida State University
Nik Heynen, University of Georgia