Terkko Navigator / Reading research quarterly

Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development

The Effect of Orthographic Neighbors on Second‐Grade Students’ Spelling Acquisition

Beyond Monolingual Reading Assessments for Emerging Bilingual Learners: Expanding the Understanding of Biliteracy Assessment Through Writing

Improving Reading Instruction and Students’ Reading Skills in the Early Grades: Evidence From a Randomized Evaluation in Haiti

Developmental Trajectories of Phonological Information Processing in Upper Elementary Students With Reading or Spelling Disabilities

Toward a Professional Development Model for Writing as a Digital, Participatory Process

Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy

From the Editors

Issue Information

Stories of a Healing Way: A Navajo Woman’s Media Production for Cultural Representation and Identification

Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development

The Effect of Orthographic Neighbors on Second‐Grade Students’ Spelling Acquisition

Beyond Monolingual Reading Assessments for Emerging Bilingual Learners: Expanding the Understanding of Biliteracy Assessment Through Writing

“B Is for Bunny”: Contested Sign‐Making and the Possibilities for Performing School Literacy Differently

“B Is for Bunny”: Contested Sign‐Making and the Possibilities for Performing School Literacy Differently

Characterizing Competing Tensions in Black Immigrant Literacies: Beyond Partial Representations of Success

Characterizing Competing Tensions in Black Immigrant Literacies: Beyond Partial Representations of Success

The Felt‐Force of Literacy

The Politics of Affect in Literacy Research

Written Versus Oral Cues: The Role of Rhetorical Competence in Learning From Texts

Recentering Purpose and Audience as Part of a Critical, Humanizing Approach to Writing Instruction

“It Took Us a Long Time to Go Here”: Creating Space for Young Children’s Transnationalism in an Early Writers’ Workshop

Evidence Use in Argument Writing Based on Multiple Texts

“Rapunzel, Rapunzel, Lanza Tu Pelo”: Storytelling in a Transcultural, Translanguaging Dialogic Exchange

Determinants of Word‐Reading Development in English Learner University Students: A Longitudinal Eye Movement Study

Reading in“Purgatory”: Tactical Literacies in a Remedial Reading Class

The Felt‐Force of Literacy

The Politics of Affect in Literacy Research

Written Versus Oral Cues: The Role of Rhetorical Competence in Learning From Texts

Recentering Purpose and Audience as Part of a Critical, Humanizing Approach to Writing Instruction

“It Took Us a Long Time to Go Here”: Creating Space for Young Children’s Transnationalism in an Early Writers’ Workshop

Evidence Use in Argument Writing Based on Multiple Texts

“Rapunzel, Rapunzel, Lanza Tu Pelo”: Storytelling in a Transcultural, Translanguaging Dialogic Exchange

Determinants of Word‐Reading Development in English Learner University Students: A Longitudinal Eye Movement Study

Reading in“Purgatory”: Tactical Literacies in a Remedial Reading Class

Creating and Navigating a Transborder Writing Space: One Multilingual Adolescent’s Take‐Up of Dialogue Journaling in an English‐Medium Classroom

Adult Vocabulary Modulates Speed of Word Integration Into Preceding Text Across Sentence Boundaries: Evidence From Self‐Paced Reading

Impact of Informative Context’s Meaning Consistency During Incidental Vocabulary Acquisition

How Relevance Affects Understanding of Conflicts Between Multiple Documents: An Eye‐Tracking Study

Resisting Epistemic Blackout: Illustrating Afrocentric Methodology in a Kenyan Classroom

Preschool Instruction in Letter Names and Sounds: Does Contextualized or Decontextualized Instruction Matter?

Moments of Pause: Understanding Students’ Shifting Perceptions During a Muslim Young Adult Literature Learning Experience

Creating and Navigating a Transborder Writing Space: One Multilingual Adolescent’s Take‐Up of Dialogue Journaling in an English‐Medium Classroom

Adult Vocabulary Modulates Speed of Word Integration Into Preceding Text Across Sentence Boundaries: Evidence From Self‐Paced Reading

Impact of Informative Context’s Meaning Consistency During Incidental Vocabulary Acquisition

How Relevance Affects Understanding of Conflicts Between Multiple Documents: An Eye‐Tracking Study

Resisting Epistemic Blackout: Illustrating Afrocentric Methodology in a Kenyan Classroom

Preschool Instruction in Letter Names and Sounds: Does Contextualized or Decontextualized Instruction Matter?

Moments of Pause: Understanding Students’ Shifting Perceptions During a Muslim Young Adult Literature Learning Experience