The immigration of Black people from Africa, the Caribbean, and Latin America to the United States can be described as a phenomenon that is not of recent origin (Konadu-Agyeman, Takyi, & Arthur, 2006). The review of legislative policies at the height of the Civil Rights movement in 1965 and the subsequent abolition of restrictive immigration laws made it possible for immigration from Africa, the Caribbean, and Latin America to occur (Hamilton, 2020; Konadu-Agyeman & Takyi, 2006). Cultural practices, epistemologies, ontologies, semiotic resources, and axiologies have been introduced into these new environments as a result of these waves of Black migration (Amoako, 2006; Benson, 2006; Bryce-Laporte, 1972; Dei 2005; N’Diaye & N’Diaye, 2006; Shaw-Taylor & Tuch, 2007; Watson, 2020). This essay proposes the use of theoretical and conceptual frameworks for understanding such phenomena. Black immigrant youth cultural practices and values are explored through Africana phenomenological theoretical perspectives and Sankofa and Tete wo bi kyere conceptual frameworks. This article highlights the importance of studying the experiences of Black immigrant youth through the use of African frameworks as crucial tools for investigating and understand the experiences of Black immigrant youth.

Time and temporality are variously conceptualized and employed ubiquitously in both theoretical and empirical studies of education and literacy. Since education and learning are inherently defined as change over time, any theory of learning or education makes implicit or explicit claims about the nature of time. In this exploratory conceptual review / theoretical essay, temporal discourse analysis is used to identify the temporal claims operating in six studies drawing on six different theoretical framings: (1) predictive theorizing (Sénéchal & LeFevre, 2002); (2) developmental theorizing (Sulzby, 1985); (3) sociocultural theorizing (Gonzalez et al., 1995); (4) critical literacy theorizing (Jones & Enriquez, 2009); (5) critical race theory (Solórzano & Yosso, 2001); and (6) queer theorizing (Schey, 2023). Each theorization brings theoretical, methodological, and practical implications related to how research might be conducted, what changes across time, how time operates, and what might be tracked across time. Theorizations of time have substantive implications for what happens in classrooms and how what happens is interpreted by teachers, students, and researchers.

Although multiple studies have found that peer review is an effective instructional practice for the teaching of academic writing in K–12 settings, little research exists that documents students’ views of peer review and the features that make peer review tasks useful or challenging for writing development. In this study, we investigated high school students’ perceptions of peer review through a questionnaire administered to 513 students from four schools who had used SWoRD, an online peer review system. Data were analyzed both quantitatively and qualitatively. Our findings demonstrate that most students viewed peer review as helpful to their writing development and that students consistently viewed three features of the SWoRD peer review system as most beneficial: anonymity of writers and reviewers, opportunities to review other students’ writing, and feedback from multiple readers. Students reported difficulty with managing conflicting reviews and wording their feedback. Our study contributes to existing research on peer review of writing by suggesting that secondary peer review activities would be more helpful to students if they considered students’ concerns about social positioning and face-saving, allowed writers to receive feedback from multiple reviewers, and taught students how to manage conflicting reviews. Additionally, our study suggests that the benefits of reviewing have been greatly underestimated in existing research and that students would benefit from more opportunities to give, as well as receive, feedback on academic writing.

The Common Core State Standards accords great importance to close reading, but offers no specific guidelines for how it can or should be taught. This essay provides a critical review of existing instructional models of close reading and addresses issues related to their implementation in content area classrooms. It shows that current models of close reading offer different ways of engaging students in their interaction with complex texts, with some focusing on reading and rereading for understanding and others providing more intensive linguistic support. It argues that effective close reading practices must attend simultaneously to all key elements involved in the complex process of reading, including the reader, the text, the task, and the context, with a special emphasis on developing students’ understanding of how language and other semiotic systems construct meaning, embed ideology, and structure discourse in genre- and discipline-specific ways. The essay demonstrates that the contention about what close reading is and how it could be implemented stems from its varied interpretations by scholars with different theoretical and epistemological beliefs about reading, language, text, literacy, and schooling. It further suggests that an awareness of the critical issues that have been raised about close reading can help teachers avoid potential pitfalls and maximize effectiveness when implementing the practice.

The increasing diversity of students in contemporary classrooms and the concomitant increase in large-scale testing programs highlight the importance of developing writing assessment programs that are sensitive to the challenges of assessing diverse populations. To this end, this paper provides a framework for conducting consequential validity research on large-scale writing assessment programs. It illustrates this validity model through a series of instrumental case studies drawing on the research literature conducted on writing assessment programs in Canada. We derived the cases from a systematic review of the literature published between January 2000 and December 2012 that directly examined the consequences of large-scale writing assessment on writing instruction in Canadian schools. We also conducted a systematic review of the publicly available documentation published on Canadian provincial and territorial government websites that discussed the purposes and uses of their large-scale writing assessment programs. We argue that this model of constructing consequential validity research provides researchers, test developers, and test users with a clearer, more systematic approach to examining the effects of assessment on diverse populations of students. We also argue that this model will enable the development of stronger, more integrated validity arguments.

Au comments on Elizabeth Dutro and Kathleen Collins's fascinating and broad-ranging review of perspectives and findings in elementary literacy research, based on an examination of roughly 7,700 titles published in NCTE journals.

Noted researcher George Hillicks comments on Jory Brass and Leslie David Burns's useful and informative review of research appearing in the English Journal and Research in the Teaching of English over the past 100 years.

In the current research climate favoring rigorous experimental studies of instructional scripts using randomly chosen treatment and control groups, education and literacy researchers and policy makers will do well to take stock of their current research base and assess critical issues in this new context. This review of research on classroom discourse as it affects reading comprehension begins by examining 150 years of research on classroom discourse, and then findings and insights shaped by intensive empirical studies of both discourse processes and reading comprehension over the last three decades. Recent sociocultural and dialogic research supports claims that classroom discourse, including small-group work and whole-class discussion, works as an epistemic environment (versus script) for literacy development. New studies examine situated classroom talk in relation to educational outcomes and cultural categories that transcend the classroom.

Members of the Alan C. Purves Award Committee introduce the winner of the award for Volume 39 of Research in the Teaching of English, Mollie Blackburn. Her winning article is entitled “Disrupting Dichotomies for Social Change: A Review of, Critique of, and Complement to Current Educational Literacy Scholarship on Gender”; it was published in May 2005.

At the 2005 NCTE Annual Convention in Pittsburgh, Mollie Blackburn received the Alan C. Purves Award, given each RTE volume year for an article that holds particular promise to enhance classroom practice. Professor Blackburn’s award-winning article, “Disrupting Dichotomies for Social Change: A Review of, Critique of, and Complement to Current Scholarship on Gender and Literacy,” appeared in the May 2005 issue of RTE. In the essay that follows, she reflects on the further implications of this work for teachers and schools.

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This essay explores parallels between new paradigms in the sciences, particularly quantum physics, chemistry, and biology, and new paradigms in reading and literary theory, particularly a socio-psycholinguistic, semiotic, transactional view of reading and a transactional view of the literary experience. Among the major parallels emphasized are the following concepts: reality is fundamentally an organic process; there is no sharp separation between observer and observed, reader and text, reader/text and context; the whole (universe, sentence, text) is not merely the sum of parts which can be separately identified; meaning is determined through transactions between observer and observed, reader and text, reader/text and context, and among textual elements on and across various levels. When a friend first introduced me to Fritjov Capra's The Turning Point (1982), I was intrigued by what Capra describes as the paradigm emerging in fields as diverse as physics and economics, psychology and medicine. Clearly, I thought, there are direct parallels between the paradigm Capra describes and that emerging in my own field, reading theory. Seeking to better understand such parallels, I delved into other recent books that describe for the non-scientist the paradigm emerging in the sciences. First among these was Zukav's The Dancing Wu Li Masters (1979), a fascinating introduction to quantum physics. More recent books include Wolfs Taking the Quantum Leap (1981), Jones's Physics as Metaphor (1982), Campbell's Grammatical Man (1982), Prigogine and Stengers' Order Out of Chaos (1984), Comfort's Reality and Empathy (1984), and Briggs and Peat's Looking Glass Universe (1984). Each of these in some way contributes to an understanding of the paradigm emerging in the sciences. In the following essay, I draw from books such as these some key concepts that seem to be emerging, or rather re-emerging, from various scientific disciplines, and trace parallels between these and similar concepts that have been re-emerging in reading theory and in literary theory. This work was supported by a Fellowship from the Faculty Research and Creative Activities Fund, Western Michigan University. Research in the Teaching of English, Vol. 19, No. 3, October 1985

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Teachers who are trained in a fiveweek intensive writing project can improve students' composition skills better than teachers who are not trained to teach writing. That is the finding of an evaluation of the Gateway Writing Project, an inservice program involving eight suburban school districts in St. Louis County, Missouri, and funded by ESEA IV-G The program focuses on training secondary English, language arts, and elementary teachers, identified by their districts, in a five-week summer institute to improve students' composition skills. These trained teachers return to their school districts to teach other teachers the following school year. An evaluation of the project's impact on junior high and middle school students measured students' growth in writing and changes in teacher attitudes. The evaluation revealed the program had a significant impact on changing teachers' attitudes toward writing and on the writing performance of junior high and middle school students. By the completion of the five-week institute, participants demonstrated increased knowledge about research in the teaching of writing, about various approaches to the teaching of writing, and about the evaluation of writing. Each participant read selections by Moffett, Macrorie, Elbow, Britton, Cooper, O'Hare, Diederich, and Shaughnessy from a bibliography prepared for the institute. All participants kept a reading journal of their reactions to these authors and their ideas. Each participant also wrote several papers, then selected one paper for publication. All participants belonged to an editing group which met at least twice a week to read rough drafts of writing assignments. Two methods of evaluation of writing were taught: an holistic scoring approach and an error analysis technique. Approximately one-third of the summer institute was used for the participants to take a turn in presenting an effective teaching of writing approach which was supported either by research or review of the literature and developed through an appropriate writing assignment with printed materials suitable for the junior high/middle school students.

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ined groups in order to determine general patterns of response. For research as well as for teaching, there is also a need to effect a more minute analysis of one or two individuals. Such has been the technique of some of the psychoanalytic researchers, especially Norman Holland. In this study, the technique of minute analysis is employed to examine the ways in which the perception of reality and fantasy in an individual affects that individual's response to fiction and, poetry. Reviewed by A.C.P. and N.O.

sources over the past several years (Templeton, 1969) . Literacy is no longer a luxury in this country; it is a necessity. Every child deserves a chance to become a skilled, competent reader. Our knowledge of the nature of the reading process and the acquisition of reading has increased noticeably over the past ten to twenty years, largely as a result of government funding of basic research on reading (Levin & Williams, 1970; Kling, 1971; Kavanaugh & Mattingly, 1972). To be sure, no adequate review of this progress is currently available, and the impact of these research findings on classroom practice has been minimal. As recently as this year (1974), a review of the psychology of reading introduces the area of research on reading acquisition: Despite all the current emphasis on literacy, the wealth of 'programs' commercially available, the 'learning specialists' who have set up in shopping centers and the arguments over phonics or whole word methods, it is the beginning phase of learning to read that we seem to know least about. All the talk is of what the teacher does or should do and not of what happens or should happen in the child. This is a very peculiar situation. There is presumably a learning process going on, but it is a rare psychologist who studies it. (Gibson Zc Levin, 1975, p. 264) Large amounts of money continue to be poured into the development and evaluation of competing reading curricula, with outcomes that are disappointing to say the least (Bond & Dykstra, 1967; Corder, 1971) . With few exceptions, these evaluation projects have fallen far short of minimum standards of experimental research in the behavioral sciences (Corder, 1971) . There is little one can learn from bad data. It is not surprising to find, on reanalysis, that the major outcome of the large First Grade Cooperative Reading study was the discovery that children of high IQ were more successful in learning to read than children of low IQ (Lohnes & Gray, 1972) . There have been at least three recent major efforts to synthesize the research

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