Advances in Evidence-Based Literacy Instructional Practices
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Language and Literacy Education".
Deadline for manuscript submissions: 15 September 2025 | Viewed by 83
Special Issue Editors
Interests: early literacy development; reading difficulties; teacher education; scaffolding
Interests: early and emergent literacy development and instruction; word-solving development; teacher instructional moves
Special Issue Information
Dear Colleagues,
The passage of the Every Student Succeeds Act (ESSA) in 2015, with its focus on using evidence of effectiveness as a criterion for program adoption in schools, brought with it an optimistic outlook that advances in education sciences would soon follow (Slavin, 2020). Indeed, there is a growing corpus of evidence, much produced by federally funded experiments and rigorously designed meta-analyses, that demonstrate that well-designed teacher professional development and literacy instruction can produce positive and significant impacts on students' reading performance, including those who have great difficulty with literacy development. Concurrent with these advances, however, the COVID-19 pandemic brought learning disruptions to a generation of students, intensifying the need to develop scalable, evidence-based literacy instruction.
The aim of this Special Issue is to disseminate advances in knowledge about evidence-based literacy instructional practices for students from preschool to middle school.
Themes include the following:
- New advances in the teaching of reading and writing;
- Teacher education and the take up of new, effective literacy instructional practices;
- The role of Al in literacy practice and strategy development;
- Social and /or political issues that impact instructional practices.
- Advances in research methodology.
Submissions may include, but are not limited to, the following:
- Classroom literacy instructional practices;
- Literacy assessment practices;
- Disciplinary literacy/content literacy instruction;
- Teacher preparation and professional development;
- Multimodal reading and writing strategies;
- Differentiated instruction;
- Literacy interventions.
In this Special Issue, original research articles are welcome. Research areas may include (but are not limited to) the following:
- Empirical studies (quantitative, qualitative, or mixed methods);
- Conceptual and theoretical discussions and/or policy analysis.
We look forward to receiving your contributions.
Dr. Emily Rodgers
Dr. Tracy Johnson
Prof. Dr. Jerome D'Agostino
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- literacy instruction
- literacy development
- teacher education policy
- writing
- comprehension
- word solving
- fluency
- text characteristics
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