Search results
The Georgia Journal of Reading is published twice yearly in Spring and Fall. We request articles that are grounded in current theory and research, book reviews, or creative teaching strategies that address all levels from elementary to college.
We publish research- and practitioner-based articles related to language and literacy education at all educational levels. We welcome the voices of all literacy advocates, from literacy scholars/researchers, P–12 classroom teachers and school leaders, and graduate students.
A high school English teacher and a university literacy professor provide secondary teachers with structured literacy strategies to support striving readers in the middle and high school grades. The authors present strategies that can be utilized with diverse texts across learning contexts.
Introduction. New 21st century literacies were published by the International Literacy Association (ILA, 2017) focusing on shifts in curriculum development and teaching practices by stating the following: Digital tool use requires new social practices, skills, strategies, and dispositions for the tools' effective use.
In this article, two elementary literacy teacher educators provide elementary language arts content and methods by implementing digital interactive journals in a face-to-face classroom...
GEORGIA READING ASSOCIATION. The Georgia Journal of Reading, a publication of the Georgia Reading Association, is published twice a year and is sponsored in part by Georgia Southern University. Membership in the Georgia Reading Association is open to all persons interested in the improvement of reading in Georgia.
This article provides information on what dyslexia is, the history of research on dyslexia, dyslexia laws across the US, and Georgia’s Dyslexia Law: Senate Bill 48 and its impact on...
