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Durante la última década un creciente número de investigaciones se ha esforzado en evaluar el progreso científico de los estudios en comunicación desde una perspectiva descriptiva, impidiendo comprender las asociaciones más relevantes establecidas en la disciplina. A través de un análisis de contenido a 11 revistas españolas en comunicación, se explora la probabilidad de producir artículos empíricos en función de siete criterios: los años, la financiación pública de la investigación, el número de autores, el género y clúster geográfico de procedencia de los autores, la revista y la temática de investigación. En líneas generales, los hallazgos demuestran un lento pero continuado proceso de abandono de la investigación no basada en evidencias y un crecimiento de investigaciones empíricas, especialmente a través de técnicas como el análisis de contenido. Se concluye que la cultura y práctica investigadora en comunicación en España evoluciona hacia estándares internacionales.

The authors report findings from an evaluation of the reading competence of students in selected elementary schools in Trinidad and Tobago. The work was conducted in eight schools and involved the testing of 450 students in standards (grades) 1 and 5 for competence in comprehension, oral reading, and word recognition. Methods and results relating to each of these three areas of inquiry are described.

Eye‐tracking studies have indicated that there are different kinds of silent reading. Simply having eyes on text does not always result in adequate comprehension. Understanding common eye‐tracking measures that distinguish productive reading behaviors can help teachers promote better reading habits among students. This research synthesis highlights the need to focus on reading goals and mindful reading, rather than merely promoting eyes or time on text. The authors provide several instructional options for promoting mindful reading based on eye‐tracking research and suggest ways to coach a more metacognitive approach to comprehension.

Competing theories are quite common in education. In spelling research, two general perspectives have emerged over the years: stage theory and repertoire/alternative theories. Exploring these perspectives is important because teachers need to understand how spelling knowledge is critical for learning to read words and to write them. Stage theory suggests that learners follow a developmental progression that reflects the increasing complexity of the spelling system itself. Alternative theorists suggest that learners do not follow a linear progression but are able to understand much more information about the spelling system throughout their development. The author explores the debate between these two conceptions, identifying not only important differences but also where there is common ground. Implications for spelling, word analysis, and vocabulary instruction are provided.

This article was inspired by the fact that teachers have been asked to increase the difficulty of texts that students encounter without clear guidance on how to support their students when reading difficult texts. First, findings are presented from a recent review that investigated the effects of increased text difficulty on elementary students’ fluency and comprehension. Then, the authors draw on additional literature that provided practical recommendations for determining text difficulty, selecting texts, and supporting students when reading difficult texts. A planning template for small‐group instruction is provided to help elementary teachers address vocabulary and knowledge demands associated with difficult texts before reading, provide fluency and comprehension scaffolds according to students’ instructional needs during repeated reading, and ask text‐dependent questions after reading that support and consolidate learning from difficult texts.

The authors emphasize the importance of cultivating autonomous motivation for literacy in early childhood by supporting students’ basic psychological needs for autonomy, competence, and relatedness while building foundational skills. Additionally, the authors highlight four key findings specific to early childhood (pre-K–2) literacy development: the power of teaching letters and associated phonemes in tandem, the impact of oral language on comprehension, the role of print concepts in learning to read, and the influence of early writing on reading. Sample activities, adapted from preexisting promising practices to incorporate opportunities for addressing students’ basic psychological needs, accompany each finding. Finally, the authors make a sincere appeal for additional research, including educator action research specific to early childhood literacy motivation.

In this commentary, the authors suggest that a paramount job for adolescent literacy assessment is to create more equitable outcomes for all students. The authors propose that the use of learning scales and micro‐progressions fills a void and demonstrate how their use can provide better information to teachers and yield information that can improve students’ self‐efficacy.

This department focuses on literacy leaders, including school and instructional leaders, teachers, and external partners, who are working to improve outcomes for adolescent and adult learners in a wide range of education settings. Columns investigate the challenges and complexities inherent in such work and share lessons learned, impactful strategies and approaches, and promising pathways forward.

This department focuses on literacy leaders, including school and instructional leaders, teachers, and external partners, who are working to improve outcomes for adolescent and adult learners in a wide range of education settings. Columns investigate the challenges and complexities inherent in such work and share lessons learned, impactful strategies and approaches, and promising pathways forward.