Teaching Reading as a Complex and Multidimensional Process
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| Title: | Teaching Reading as a Complex and Multidimensional Process |
|---|---|
| Language: | English |
| Authors: | Faythe Beauchemin (ORCID |
| Source: | Reading Teacher. 2026 79(5). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 2 Primary Education |
| Descriptors: | Reading Instruction, Teaching Methods, Beginning Reading, Small Group Instruction, Elementary School Students, Grade 2, Content Area Reading, Climate |
| DOI: | 10.1002/trtr.70039 |
| ISSN: | 0034-0561 1936-2714 |
| Abstract: | This article examines the teaching of reading as a complex and multidimensional process amidst current approaches to teaching reading forwarded by new legislation and curricula that have been adopted across the United States. We underscore the importance of a comprehensive understanding of the teaching of early reading by bringing together five lenses that draw upon a variety of disciplinary perspectives: cognitive, social, culturally sustaining, bi/multilingual, and digital/multimodal. We then examine a small group reading lesson in a second-grade classroom that is a part of a content area study on global climate justice literacies to show how each of the lenses was employed through students' and teachers' actions in reading instruction. We conclude with a discussion and implications of using these five lenses simultaneously to understand the practice of teaching reading effectively and equitably in today's classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497505 |
| Database: | ERIC |
| Abstract: | This article examines the teaching of reading as a complex and multidimensional process amidst current approaches to teaching reading forwarded by new legislation and curricula that have been adopted across the United States. We underscore the importance of a comprehensive understanding of the teaching of early reading by bringing together five lenses that draw upon a variety of disciplinary perspectives: cognitive, social, culturally sustaining, bi/multilingual, and digital/multimodal. We then examine a small group reading lesson in a second-grade classroom that is a part of a content area study on global climate justice literacies to show how each of the lenses was employed through students' and teachers' actions in reading instruction. We conclude with a discussion and implications of using these five lenses simultaneously to understand the practice of teaching reading effectively and equitably in today's classrooms. |
|---|---|
| ISSN: | 0034-0561 1936-2714 |
| DOI: | 10.1002/trtr.70039 |
