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  • Two elementary school children look at laptops during class
    • Digital Literacies
    • Blog Posts
    • Content Types

    Beyond the Page: How Digital Literacies Support Students in Special Education

    Claudia Rose Addeo
     | Oct 27, 2026

    Four elementary school children look at laptops during class

    In a world where we can access almost anything at our fingertips, it's imperative that we continue to research the latest teaching and learning recommendations in literacy. Whether it's our students using TikTok, our coworkers using WhatsApp, or our friends sending an evite to their housewarming party, we live in a society where everything is dependent on technology—and that includes in our classrooms.

    As someone who grew up neurodiverse with ADHD, I pursued my doctorate in literacy while focusing my research on my own marginalized community and that of students who receive special education. In that time, I found that there are many benefits to implementing digital literacies into literacy practices working with those specific learners.

    The following are four key questions for educators looking to explore this topic:

    1. What are digital literacies?

    Digital literacies can be defined as a wide range of technology-mediated social practices that learners enact by assembling and interweaving their linguistic, semiotic, and technical resources. This concept not only pertains to reading and writing linked with digital media, but it also refers to how these literary practices provide learners with new avenues. Some of the avenues include processing (comprehension skills), meaning, thinking (metacognition), and connecting to the world. In other words, this concept involves literacy disciplines (phonics, reading, comprehension, vocabulary, writing, etc) being utilized through digital technologies.

    Research shows digital technologies have instrumentally reconfigured our society and widened the avenues in which we navigate our education system—inside and outside the classroom. Literacy practices have become more focused on meaning and on literacy as a social practice. Digital literacies expand the ways learners comprehend information and interact with one another, serving as a supportive tool to strengthen comprehension and metacognitive skills among students who receive special education.

    Digital literacies have the capability of promoting collaborative learning practices that can help students better their comprehension skills throughout the learning process while ensuring that they are engaged. Researchers support this ideology, suggesting that a central aspect to learning is the use of digital literacies practices. These digital literacy strategies include ways of learning and sharing knowledge from fields such as math, science, engineering, and art, along with additional disciplines. Digital literacies can support the learning process for students throughout multiple content subject areas.

    Ultimately, one can presume that the benefits of using these teaching practices in classrooms would be amplified while targeting the learning needs of students who receive special education.

    2. Why is multimodality a key component in this work?

    Multimodality involves meaning that is made through multiple representations and communication systems, allowing individuals to utilize more than one mode to indicate comprehension. Multimodal texts involve meaning being communicated through a synchronization of modes that may include spoken or written language, still or moving images produced on paper or an electronic screen, or encompassing music and sound.

    Educators who work with students receiving special education should be inclusive when implementing reading practices in a multimodal environment. These teaching practices can serve as a complimentary literacy approach for the learning needs of students who receive special education. While a student is reading a picture book or an information book, they need to concurrently comprehend the message in the words, picture, images, and graphics. However, with an electronic or digital screen, there are additional combinations of movement and sound, tying in the concept of digital literacies.

    Research has shown an increased merging of communication within and outside educational environments in the same way smartphones and music players incorporate photography, entertainment, gaming, and internet access.

    3. How can special education students benefit?

    Digital technologies shape literacy practices and learning environments, which is significant when addressing the learning needs of students who receive special education. Research suggests that reading in a multimodal environment involves visual texts that impact and alter conceptual schemata. This is why new types of texts require different conceptualizations along with a different way of thinking.

    Additionally, research suggests that children's experiences are grounded in the 'logic of image' and the 'logic of screen,' which is where the fostering of digital literacies comes into play and would be very favorable for students who receive special education services.

    It should be noted that such students often respond well to teaching practices that include a visual learning style. After all, researchers have found technology use throughout digital literacy practices is, in part, outlining the need for adaptable, flexible learning spaces. 

    4. Where can I access related reading material?

    As an educator myself, I will always believe there is no one-size-fits-all approach. However, there is research-driven data and cutting-edge support tools available to help address the learning needs of students who receive special education. Furthermore, as someone who navigated a mainstream education system with an IEP, I know firsthand how crucial utilizing inclusive, modernized literacy strategies can be. This is why the use of digital literacies can truly make all the difference.

    For more on this topic, I would recommend the following:

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  • Dennis S. Davis
    • Blog Posts
    • Content Types
    • News & Events

    ILA Appoints New Editorial Team to Lead The Reading Teacher

    ILA Staff
     | Sep 25, 2026

    The International Literacy Association (ILA) has announced the appointment of a new editorial team for The Reading Teacher (RT), ILA’s leading journal focused on connecting literacy research with classroom practice. Bringing complementary expertise across early and middle childhood literacy, teacher preparation, and research methodology, the incoming team is committed to maintaining RT as a trusted source of rigorous, relevant, and accessible literacy scholarship.

    Representing institutions across North Carolina, this six-person team brings extensive experience in literacy research, teacher education, classroom practice, and scholarly publishing.

      Dennis S. Davis 
    • Dennis S. Davis, professor of literacy education, North Carolina State University

    • Jill F. Grifenhagen 
    • Jill F. Grifenhagen, associate professor of literacy education, North Carolina State University


    • Yolanda Dunston 
    • Yolanda Dunston, professor, North Carolina Central University


    • Annemarie Horton Hindman 
    • Annemarie Horton Hindman, professor of applied developmental science and special education, University of North Carolina at Chapel Hill


    • Rebecca Lee Payne Jordan 
    • Rebecca Lee Payne Jordan, associate professor of literacy education, Salem College


    • Jackie Eunjung Relyea 
    • Jackie Eunjung Relyea, associate professor of literacy education, North Carolina State University

    New editors bring a commitment to connecting rigorous literacy research with the needs of educators

    The team’s vision centers on the distinctive role RT plays in bridging literacy research and practice. They aim to balance rigorous peer-reviewed scholarship with relevance and accessibility for classroom teachers, teacher educators, reading specialists, and other literacy professionals.

    “In our view, there is no other journal in the educational research landscape quite like RT. It occupies a unique space as a practitioner journal that carefully balances usable insights with methodological rigor,” the team said. “We are proud to be in a discipline with such a vibrant community of authors dedicated to moving knowledge across the so-called knowing-doing gap.”

    At a time when educators have access to a growing volume of information about literacy instruction, the team sees RT’s commitment to research-informed, peer-reviewed scholarship as increasingly important. They plan to build on the journal’s reputation by ensuring that educators have access to timely research and practical insights grounded in rigorous inquiry.

    A central priority will be keeping the journal responsive to the questions and challenges educators encounter in their work. The editors plan to seek regular input from practitioners about the research they need, using those insights to help identify timely topics and inform future journal content. They also intend to strengthen the author and reviewer experience through clear expectations, efficient editorial processes, and high-quality peer review.

    Davis and Grifenhagen have collaborated for a decade at North Carolina State University, and the larger team brings together literacy leaders from a range of higher education institutions, including public universities, a historically Black university, and a small private college.

    Together, the editors plan to build on RT’s longstanding role as a trusted resource for educators, supporting scholarship that addresses the most pressing questions in literacy while providing clear and actionable implications for practice.

    The incoming team’s term begins this year and concludes in 2030. 

    RT provides the latest peer-reviewed scholarship to literacy educators working with children up to age 12. RT’s classroom-ready articles cover topics from curriculum, instruction, and assessment to strategies for teaching diverse populations of literacy learners. Full text views of RT articles garner more than a half million per year.

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  • A teacher reads with his students
    • Content Types
    • Blog Posts
    • The Engaging Classroom

    Small-Group Reading Instruction: Effective Research-Based Elements

    Julie W. Ankrum and Lisa White
     | Sep 18, 2026
    A teacher reads with his students

    This is Part II of a series. See Part I for a more introductory exploration of the topic.


    Small-group reading instruction (SGRI) is a targeted teaching approach that provides focused support, practice, and feedback to students with similar reading needs. Research has identified several key elements that contribute to effective SGRI, including:

    Use assessment data

    Teachers work with students who bring a wide range of skills, backgrounds, and learning needs. Universal screeners may be used to identify classroom-level trends and highlight students who are in most need of support. However, varied forms of assessment, including diagnostic assessments and progress-monitoring tools, must be embedded in reading instruction. As explained by Laurie Elish-Piper and colleagues, authentic and ongoing assessments are needed to make grouping adjustments and focus lesson topics throughout the year.

    Keep it brief

    Every minute of instructional time is critical; it is important to provide whole-class, small-group, and individualized instruction every day. Concise small-group lessons reserve time for the other instructional grouping contexts. While the number of minutes may vary with students' age and the total instructional time available for reading instruction, 10 to 20 minutes per group is typically recommended.

    Stay flexible

    Small groups should be flexible. Grouping students based on a specific skill or strategy need (e.g., decoding words or making inferences) allows the teacher to provide short, targeted lessons, providing explicit teaching in areas of need, while allowing the teacher to constantly monitor and assess student progress.

    Target specific skills

    SGRI allows teachers to provide explicit teaching and modeling, followed by immediate opportunities for purposeful practice and active participation.  Student learning increases when instruction is targeted to a specific skill. In addition, Kristin Conradi Smith and Elfrieda Hiebert remind us of the importance of selecting texts that align with the instructional objective and students' interests.

    Boost engagement

    Seth Parsons and Joy Erickson explain that motivation and engagement are crucial components of reading success. Well-designed SGRI increases accountable, meaningful student talk and allows for deeper engagement with texts. It also provides students with the appropriate level of challenge to increase success and build confidence. This, in turn, motivates students to read.  

    Review the research

    SGRI allows teachers ample opportunity to provide each reader with personal, specific, and immediate feedback. A review of research conducted by Karianne Megard Grønli and colleagues suggests that effective feedback develops skills and fosters student agency and motivation. 

    This post was developed in conjunction with members of ILA’s Administrator Collaborative, which includes Heidi Becker, Nabat Erdogan, Brigid Gala, Lisa Hill, Aileen Hower, Kristin Johnson, and Jill Tussey. For more information, register for the webinar on September 30, 2026, at 5:00 p.m. ET, for an opportunity to explore SGRI more deeply and ask questions live.

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  • P. David Pearson
    • Content Types
    • News & Events
    • Blog Posts

    A Giant Has Left Us, but His Light Remains: Remembering P. David Pearson

    Patricia A. Edwards
     | Sep 09, 2026

    P. David Pearson

    (Photos courtesy of Matthew Pearson)

    Sunday, August 30, 2026, brought news that I was simply not prepared to receive—the passing of my dear friend and colleague, P. David Pearson.

    I am still trying to absorb the reality that David is no longer with us.

    There are some people whose presence in our lives becomes so familiar, so enduring, and so deeply connected to the history of our professional journeys that it is almost impossible to imagine the world without them in it. For me, David was one of those people.

    My memories of David go back much farther than many people might realize.

    I first had the opportunity to meet David when I was a very young graduate student at the University of Wisconsin–Madison and he was a very young assistant professor at the University of Minnesota. Neither of us could have known then where our professional journeys would take us, but I remember being impressed by David.

    There was something about his intellect, his curiosity, and the way he thought about reading and learning that made me believe I was meeting someone who was going to make a significant contribution to our field. In fact, I made a prediction: P. David Pearson was going to become a world-renowned scholar. (Spoiler alert: I was right.)

    One of the things I admired most about David was his unwillingness to accept simple answers to complicated questions. He understood that literacy learning is complex because children are complex. He knew that teaching is complex because teachers make consequential decisions every day. And he understood that research should illuminate that complexity rather than erase it.

    David challenged ideas without diminishing people. He understood that rigorous scholarship did not require intellectual arrogance. He could disagree with you and still make you want to continue the conversation—a truly rare gift.

    Years later, when I served as president of the National Reading Conference (now the Literacy Research Association), I invited David to deliver the keynote at our annual conference. I knew what he would bring to that audience: Intellectual rigor, insight, provocation, humor, and an extraordinary ability to make us think differently about questions we thought we already understood.

    He did not disappoint.

    When David finished speaking, he received a 15-minute standing ovation. And as I watched hundreds of literacy scholars rise to their feet to honor him, I thought about the young assistant professor I had met years earlier when I was a graduate student at Wisconsin.

    I will never forget that moment.

    It is impossible to talk about David without acknowledging the magnitude of his contribution to our field. He fundamentally changed how generations of educators understood reading comprehension by helping us recognize that comprehension is not something that simply happens after children decode words—that readers actively construct meaning, bringing knowledge, experiences, language, expectations, and purposes to their encounters with texts. And his work on the gradual release of responsibility provided educators with a powerful way to conceptualize teaching: Teachers model and support learning, students participate with guidance, and responsibility gradually shifts until learners can act independently.

    Right now, however, I am not thinking first about P. David Pearson, the internationally renowned scholar.

    I am thinking about David, the person.

    I am thinking about my colleague.

    I am thinking about my friend.



    Editor's note: This article is part of a series of reflections honoring P. David Pearson's lasting legacy. For more, read his memorial and Celebration of Life.
    Read More
  • P. David Pearson speaking at an ILA convention
    • Blog Posts
    • Content Types
    • News & Events

    A Celebration of Life: P. David Pearson

    Lara Deloza
     | Sep 08, 2026
    P. David Pearson speaking at an ILA convention

    On Sunday, August 30, 2026, P. David Pearson, one of the all-time most influential scholars in the field of literacy education, died after a yearlong fight with bladder cancer. He was 85.

    His son, Matthew, shared the news in a public post on Pearson’s Facebook page and included a link to the online cancer journal his father had been keeping. The last few entries were not from Pearson, but by Matthew and his sister Susan, whose poignant contribution referenced Pearson’s “epic academic career” only briefly.

    “I can't and won't recount his contributions to the field of early childhood literacy here,” she wrote. “That's a task for his colleagues and professional friends.”

    Those from the literacy field who spoke at Pearson’s Celebration of Life, however, kept the focus on Pearson the person—and for good reason.

    “The culture of academia can sometimes be prickly and competitive,” said Gina Cervetti, Pearson’s longtime friend and collaborator. “But David’s instinct was to acknowledge and include and lift up everyone around him.”

    “His attitude toward life and work was ‘the more, the merrier,’” she said. “His deeper instinct was always to make people feel like they belonged.”

    To illustrate her point, Cervetti shared an anecdote about helping Pearson put together the invitation list for his Festschrift a few years back.

    Cervetti said she panicked when she saw that his list had grown to include 619 people (“Because rooms have maximum capacity,” she quipped). Pearson’s take was a bit different. He told her that he knew not everyone would attend, but regardless, he wanted all 619 to know that he had thought of them.

    It was in the same spirit that Pearson’s family issued an open invitation to his memorial, both in person and via livestream. The majority of those who spoke were members of Pearson’s family or personal friends. Even the few who first met Pearson in professional contexts spoke very little about his extraordinary body of work.

    Cervetti, for instance, began her remarks with the simple statement that Pearson “changed the way we teach children to read,” then added, “I could speak for hours about David as a scholar and leader, but that isn’t what’s in my heart today.”

    The same went for Freddy Hiebert, who recalled how she had once mentioned to Pearson that driving California Highway 1 with the top down was on her bucket list. They were both living in the Midwest at the time, she said, but when they met up at a conference in San Francisco, Pearson was waiting for her with a convertible.

    Hiebert and Cervetti both talked about Pearson’s mentorship and the incredible personal recommendations he’d written for them and countless others early in their careers, shaping the trajectory they would follow. It wasn’t unusual for the line between professional and personal to disappear in the process.

    “My academic mentor became my collaborator, my collaborator became my friend, and my friend became one of the most important people in my life,” Cervetti said tearfully.

    It turns out that Pearson was one of the most important people in a lot of lives. Their stories were punctuated by family members reading poetry Pearson had penned later in life as well as a friend who sang and played guitar. The eclectic, pre-event playlist included everything from “Amazing Grace” to “Graceland.” And for all of these reasons, despite being open to the public, Pearson’s memorial felt intimate and, at times, deeply personal.

    More tributes to P. David Pearson will emerge over the coming weeks. And while many of those will include highlights from an extraordinary career, it is almost certain that Pearson’s legacy won’t be limited to what appears on his CV.

    As Cervetti said, “David took pride in his accomplishments, but I think he took even more pride in all the people he had helped along the way.”

     



    Editor's note: This article is part of a series of reflections honoring P. David Pearson's lasting legacy. For more, read his memorial and a message from Patricia A. Edwards.
    Read More
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