Amanda P. Goodwin|Robert T. Jiménez
From the Editors
dear colleagues pleased present issue reading research quarterly full new ways thinking literacy assessments topics ranging digital reading multimodal composition biliteracy assessments effectiveness reading interventions international contexts sets group studies apart build strong foundation prior work add key understandings also lean similarities differences present across contexts readers texts tasks overall issue conveys advances understandings literacy hope find pieces exciting multifaceted comprehension heuristic proposed commentary designed invite members literacy community embrace unpack complexity digital reading also working promote greater clarity around important dimensions reading worthy consideration future organizing dimensions digital comprehension rand reading study groups 2002 framework help expand thinking validating familiar understandings text activity reader context part comprehension also highlighting important differences within across elements technology continues transform conceptions reading years ahead found piece riveting hope continue propel research forward area digital reading overwhelmingly presented benefits emergent bilinguals including impactful opportunities agentively expressing identities reshaping traditional classrooms expanding communicative repertoires findings underscore kresss 2003 assertion multimodal literacies offer inversion semiotic power p 9 allows composers express innovative empowering ways typically afforded written texts emerging bilingual learners biliteracy abilities often underestimated monolingual reading assessments dibels used identify students difficulties learning guide literacy instruction propose holistic form biliterate assessment uses writing means understand emerging bilingual learners actually know literacy examination students biliterate writing able uncover vast amount knowledge related literacy skills apparent either dibels spanish equivalent idel fact skills often remediated phonemic awareness ability decode words connect words ideas meaningful ways readily apparent students spanish english writing samples fact students writing samples illustrate well theory holistic bilingualism students knew one language eg alphabetic principle organization text fact punctuation marks needed meaning making frequently applied across languages one direction bidirectional ways studies like highlight possibilities using strengthsbased assessments better guide instruction students speaking minority home language exhibited higher reading selfconcept crosslagged paths revealed reciprocal effects reading achievement reading selfconcept grade 1 grade 2 particularly students german home language minority homelanguage students showed significantly lower effects reading achievement subsequent reading selfconcept grade 1 grade 2 grade 2 onward reading achievement predicted reading selfconcept vice versa explaining implications findings authors argue teachers might capitalize minority homelanguage students favorable initial reading selfconcept thereby support students subsequent reading development engage students writing digital process social process essential elements studied model include following sustained professional development including gradual release teacher inquiry b writing social practice c use digital tools engage students writing results suggested successes integration digital tools confidence teaching writing challenges persisted tools applied conventional writing forms rather exploring tools could allow students go beyond forms participate shared practice culture work shows complexities supports needed teachers engage students new forms writing supporting students orthographic processing skills early stages literacy educationa statistically significant interaction orthographic processing rime neighbors suggested effect rime neighbors spelling acquisition moderated learners orthographic processing ability thus spelling instruction perhaps tailored students levels orthographic processing ability students less developed orthographic processing skills grouping words based rime neighbors might help facilitate spelling acquisition nevertheless benefit rime neighbors less evident students welldeveloped orthographic processing skills highlights new way viewing spelling relevant theory research practice support overall validity single developmental pattern german students learning disabilities regarding development phonological processing depending aspect phonological information processing considered found evidence favor persistent deficits respect phonological awareness increasing differences phonological loop decreasing deficits alphanumeric rapid automatized naming results study important contribution knowledge works improve literacy outcomes students haiti fragile contexts despite many difficulties results demonstrate considerable gains literacy skill areasa program read learn might solution learning crisis additional poor fragile 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