The International Literacy Association shared the following research on reading:
What the Research Says About Read-Alouds for Littles Read-alouds provide unique opportunities to support development and fostering a love of reading—and it’s never too early to start. In Ready for Read-Alouds: 10 Practices for Book-Sharing With Infants and Toddlers (The Reading Teacher, no subscription required), authors Claire D. Vallotton, Nicole Gardner-Neblett, Loria Kim, Tamesha Harewood, and Nell K. Duke share research-based ways to enrich read-alouds with our littlest learners, as well as how to set goals for sharing these important practices with fellow educators, families, and communities. |
FREE TO READ Bias Starts Early. Let's Start Now: Developing an Anti-Racist, Anti-Bias Book Collection for Infants and ToddlersNicole Gardner-Neblett, Atiya Addie, Anissa L. Eddie, Sandra K. Chapman, Nell K. Duke, and Claire D. VallottonTHE READING TEACHER | Open Access Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) BooksKatherine Wilkinson, Valentina Andries, Danielle Howarth, Jane Bonsall, Shari Sabeti, and Sarah McGeownJOURNAL OF ADOLESCENT & ADULT LITERACY | Open Access Understanding Literacies in Latinx Families: Teachers Using Home Visits to Reimagine Classroom PracticesJudy Paulick, Amanda K. Kibler, and Natalia PalaciosTHE READING TEACHER | Open Access |
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