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[...]as a piano teacher, when I notice a child having a difficult time reading notes, skipping measures or lines, or angling their head in different ways to see the music, I share my daughter's story with the parent and give them a list of pediatric optometrists in the area who have the training to conduct a functional vision examination. \"Over the past year, four of my students have received treatment for functional vision issues. An MTNA Foundation Fellow and Steinway Top Teacher, she was the 2024 recipient of the Making Vision Therapy Visible Award, given for outstanding contributions to public awareness of vision therapy and developmental vision care by the College of Optometrists in Vision Development (COVD).

On December 3, 2004, President Bush signed into law the Individuals with Disabilities Education Improvement Act (IDEA, 2004). The revised law is different from the previous version in at least one important respect. Whereas practitioners were previously encouraged to use IQ-achievement discrepancy to identify children with learning disabilities (LD), they now may use \"Response to Intervention,\" or RTI, a new, alternative method. It is also a means of providing early intervention to all children at risk for school failure. In this article, the authors explain important features of RTI, why it has been promoted as a substitute for IQ-achievement discrepancy, and what remains to be understood before it may be seen as a valid means of LD identification.

This study presents the development and validation of the Record of Decision-Making (RODM), a formative assessment designed to measure beginning readers’ use of phonic elements to decode unknown words while reading. Grounded in overlapping wave theory and theories of early reading development, the RODM captures adaptive strategy use during oral reading, including rereading and subword analysis. Using multifaceted Rasch modeling, the authors demonstrate that RODM scores align with a unidimensional reading proficiency scale and reflect predictable patterns of strategy use across proficiency levels. Findings indicate that as reading proficiency increases, students employ a broader range of phonic elements and shift from basic strategies (e.g., initial letter use) to more sophisticated ones (e.g., medial and final letter use). Additionally, proficient readers exhibit greater self-correction and reduced reliance on rereading. Generalizability analysis yielded strong interrater reliability and accuracy with minimal training, suggesting its practical utility for frequent classroom use. Implications for instruction include the need to teach flexible, efficient decoding strategies that adapt to task difficulty. Future research should explore score consistency with educators in classroom settings and instructional impact.

This mixed-methods study primarily explored how elementary educators exhibited TPACK in their virtual literacy instruction and the challenges they faced during the early months of the COVID-19 pandemic. Nine elementary-level educators participated in the study serving in the role of either general educator, special educator, or reading specialist. Data sources included a survey, email interviews, and teacher instructional materials. A hybrid thematic data analysis approach was utilized for the qualitative data, and basic descriptive statistical analysis was used for the survey data. TPACK and TPK were the most frequently coded domain among participants. TPACK was apparent across all areas of literacy instruction but less complex in the participants’ phonics instruction. The greatest relationship between perceived ability and demonstration of TPACK occurred in the TPACK domain. Through the lens of TPACK, identified challenges of virtual literacy instruction were student technology access and skills, student motivation and engagement, and student learning and accountability; identified successes addressed student emotional well-being, educator collaboration, and new learning.

When Deliman reflects on all the efforts Karen Fisher, Alpha Nu's former co-president, gives in support of her community and the passionate work of Alpha Nu Chapter, her thoughts bring to light all the \"behind the scenes\" actions of selfless people who never get acknowledged. These include the people who pick up the donations that are casually put in storage containers outside churches and other drop-off locations and the people who set aside time in their busy lives to give their best to those less fortunate. The heart and the passion of giving lives in all of them. It is not easy. It takes unwavering effort, as evident in all the people \"behind the scenes.\" She is proud to be in The Delta Kappa Gamma Society International with its Mission of promoting professional and personal growth of women educators and excellence in education. Without question, Alpha Nu Chapter is a group of strong, smart women with a sincere mission to execute community support with grace and generosity. She hopes many chapters share Alpha Nu's purpose: not simply to be \"seen\" but also to be \"heard\" through work for the community.

This manuscript describes the current debate about the use of leveled readers during literacy instruction. Some experts claim that leveled readers are overused in classrooms, at the expense of more complex texts. As a result, students may lack exposure to sophisticated vocabulary and varied text structures. In contrast, other experts assert that leveled readers are needed to ensure that students are taught in developmentally appropriate ways, and that optimal learning occurs when these texts are used during reading instruction. The purpose of this manuscript is to shed light on both sides of the debate, and to ultimately help teachers integrate diverse instructional materials into their teaching repertoire.

Mention the words “Easy Readers” and “Leveling” to any children’s librarian and you are sure to get a breadth of responses—from reverence to revulsion. No two librarians will feel the same way about a system. With this article, we wanted to get a birds-eye view of how children’s librarians across the country felt about leveling: if they do or don’t do it, how they feel about it, and how does it work (or not) for their library. For this article, we created a survey on Google Forms consisting of thirteen mostly multiple-choice questions, with write-in options, that we distributed to various librarian-focused Facebook groups and through the ALSC community on ALA Connect.

Shared interactive book reading (SIBR) is a broad term used to describe the act of adults reading aloud to children, while encouraging interaction by asking questions and engaging in a discussion about the book. SIBR can be used to embed naturalistic communication teaching strategies, creating learning opportunities to promote a child’s language and communication skills. This article presents practical information on how caregivers can use naturalistic communication teaching strategies during SIBR with their child with developmental delays or disabilities (DD). The intended audiences are caregivers (e.g., parents, grandparents) and practitioners (e.g., classroom teachers, speech-language pathologists, reading specialists) who work with caregivers of children with DD. We explain the importance of early communication skills, naturalistic communication teaching strategies, and SIBR, and describe how to embed naturalistic communication teaching strategies within SIBR. Through a vignette we illustrate how caregivers can implement the techniques and strategies and how practitioners can support caregivers’ implementation.

This commentary addresses a problem of practice related to student disengagement in technology-rich classrooms, where learners are digitally connected but socially and academically disconnected. Although not an empirical study, the commentary draws on instructional examples from secondary- and graduate-level teaching. The authors examine how digital literacy instruction can strengthen engagement, reading comprehension, and ethical participation in online environments. The article highlights strategies such as the workshop model, multimodal composition, digital content curation, and the use of mentor texts to support critical thinking and collaborative learning. These practices aim to develop students’ analytical skills, awareness of audience, and recognition of their own positionality in digital spaces. Across courses, the authors reflected on increased student engagement when digital tools were used not simply for task completion but to support inquiry, discourse, and authentic creation for real audiences.