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In this article, the authors describe the impact of a reader response game in an English language arts classroom. They explore the theoretical intersection of game-based learning and “good games” and transactional theory as a framework for this practice. After incorporating a “good game” of reader response in classes, the authors found that the students increased both their volume of texts read and their engagement across text format/type and genre. The authors conclude by discussing the theoretical and instructional implications of using a reader response style game in the English language arts classroom and beyond.

The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels.

The purpose of this study was a state-level investigation of school counselors’ knowledge of their role in the implementation of service-learning policy using survey research methods. The respondents reported having little knowledge of the policy, not having implemented it statewide, and not having been trained in service-learning pedagogy. Based on these results, this article provides implications for consideration when states develop educational policies that impact school counselors’ work.

Young children who are learning to negotiate print experience emerging literacy. For adults who are beginning entrance into the navigation and negotiation of print literacy, the term “burgeoning” is selected as a more accurate portrayal of the nature of literacy extension into adulthood. This phenomenological case study investigates the lived experience of one adult reader as he transitioned into becoming print literate at middle age. Charles, the participant in this study, was able to teach about his experiences and give insights into the world of a novice adult reader to pre‐service secondary teachers enrolled in a disciplinary literacy course. An alternative data display of film seeks to mitigate disenfranchisement by allowing the participant to speak directly to his audiences. In examining the participant's lived experiences, a theoretical framework for the adult “burgeoning” reader was established. Free author podcast

After over 60 years of plain writing advocacy calling for government agencies to increase the clarity of official communication, the Plain Writing Act (PWA) of 2010 codified the incorporation of plain language in any federal government document for pubic use. However, no extensive evaluation of government food assistance applications has been completed by an independent evaluator since the PWA’s passage. The objective of this exploratory sequential mixed methods research is to examine selected federal government food assistance applications (Supplemental Nutrition Assistance Program Application (SNAP) for Assistance and Free and Reduced Price School Meals Family Application). The study seeks to explore the experience of the application process for the participants as well as identify which factors of text complexity effect adults’ comprehension of and ability to adequately complete assistance application documents post Plain Writing Act.The study’s three phases examine the participants’ perceptions regarding the clarity/usability of federal government food assistance applications as well as their ability to comprehend and complete the materials. The study uses two divergent purposeful samples of self-identified outlier populations – six adult literacy learners and six adult residential doctoral candidates on selected national government food assistance applications. Data collection and analysis techniques are appropriate for each phase’s paradigm. Meta inferences are explored, and the knowledge is used to create recommendations for improved processes and increased efficiency. Most importantly, recommendations provided to practitioners and researchers seek to improve access to services for families pursuing assistance.

[...]we used this matrix to make data-driven accretion and erosion decisions on the classes and curriculum. [...]we were able to revise quickly and received ILA National Recognition in August of 2020. [...]we encourage you not to consider program revision and the National Recognition application process as a \"one-and-done\" task.

Additionally, the U.S. Department of Education stated that \"reading ability is a key predictor of achievement in mathematics and science, and the global information economy requires today's American youth to have far more advanced literacy skills than those required by any previous generation\" (Kamil et al., 2008, p. 1). Qualitative (levels of meaning or purpose, structure, and level of knowledge required as assessed by the reader); Quantitative (word or sentence length and text cohesion as assessed by readability formulas or software); and Reader and Task (motivation and schemata of the reader along with purpose and complexity of task in discipline as assessed by the teacher).