Within the past few years literacy scholars have begun voicing serious doubts on theoretical and practical grounds about the efficacy of the longstanding notion that every teacher is a teacher of reading. In this commentary, we add our voices to the conversation around content area literacy as well as offer our perspectives on the recent calls for alternative practices grounded in disciplinary literacy. We conclude by advocating compromise based on honest, intelligent dialogue between literacy specialists and content area teachers.

In order to investigate whether published standards for secondary literacy coaches align with the qualifications, roles, and responsibilities of literacy coaches currently active in the secondary setting, the researchers used survey research. Research questions included the extent to which coaches were qualified, the roles and responsibilities coaches perform, and the remaining professional development needs the coaches identified. A web‐based survey was sent electronically to a pool of potential participants derived from a data retrieval service. Participants were 147 coaches working in middle or high school settings. The survey contained both open‐ and closed‐response questions; therefore, both quantitative and qualitative methods were used to analyze the data. Results indicate that secondary literacy coaches participate in a range of activities as coaches and collaborators; however, participants reported less active roles and feeling less confident in responsibilities involving evaluation. Implications for future secondary literacy coaches and designers of professional development are discussed. لقد استخدم الباحثون أبحاث المسح من أجل استقصاء إذا تناسقت المعيارات المنشورة لمدربي معرفة القراءة والكتابة الثانوية مع مؤهلات مدربين ناشطين حالياً وأدوارهم ومسؤولياتهم في الوضع الثانوي. واشتملت أسئلة البحث العلمي على المدى الذي كان المدربون مؤهلين والأدوار التي أدوها المدربين ومسؤولياتهم وباقي حاجات التنمية الحرفية التي حددها المدربون. وعليه فإن المسح على الشبكة العالمية قد تم إرساله إلى مجموعة من مشاركين محتملين مشتقين من خدمة استرداد معطيات. لقد بلغ عدد المشاركين 147 مدرب وهم يعملون في المدارس الإعدادية أو الثانوية وقد احتوى المسح نوعين من الأسئلة مفتوح ومغلق وبالتالي كان كلا الطريقين النوعية والكمية مستخدمتين لتحليل المعطيات. وتشير النتائج إلى أن مدربي معرفة القراءة والكتابة الثانوية يشاركون في عدة أنشظة كمدربين ومساهمين، ولكن نقل المشاركون خبراً عن أدوار أقل ناشطة والشعور بدرجة أقل من الثقة بالنسبة لمسؤوليات متعلقة بالتقييم. وفي النهاية تم نقاش عواقب مستقبل مدربي معرفة القراءة والكتابة الثانوية ومصممي التنمية الحرفية. 本研究利用调查方法，考查明文规定中有关中学读写教学辅导员的要求标准，是否与现时活跃于中学的读写教学辅导员的资历、角色与职责相符。研究问题包括：这些教学辅导员所持资历的符合程度、所担任的角色与职责，以及辅导员所确定的其他教学专业培训需要。这项网上调查是以电子通讯形式，把问卷寄给从一个数据库检索服务得来的潜在参加者。本研究的147名参加者，都是在初中与高中环境工作的教学辅导员。调查问卷包含开放与非开放式的问题；因此，所得研究资料是采用定量与定性方法进行分析。研究结果显示：中学读写教学辅导员，是以辅导员和协作者的角色参与各种各类的辅导活动；然而，参加者在教学评估责任方面，却表示只担任较弱的角色和感到较少的信心。本文讨论这些研究结果对未来中学读写能力教学辅导员与专业培训设计者的启示。 De façon à voir si les normes publiées pour les formateurs de littératie au secondaire vont de pair avec les qualifications, les rôles et les responsabilités qui sont ceux des formateurs en littératie qui interviennent couramment au niveau secondaire, les chercheurs ont réalisé une recherche par enquête. Les questions cherchaient à savoir dans quelle mesure les formateurs sont qualifiés, les rôles et les responsabilités des formateurs, et les besoins en développement professionnel qui demeurent selon les formateurs. Un questionnaire par Internet a été envoyé électroniquement à un échantillon de participants potentiels à partir d'un service de récupération de donnée...

The growing popularity of graphic novels for younger readers is hard to miss. This article provides specific ways to think about, recognize, and teach with multimodal texts that leverage student interest. In this English language arts unit, we taught a sixth‐grade class how to read and comprehend the complex design elements common to the graphic novel form. The class used both student‐selected graphic novels made available to them by the researchers and a whole‐class graphic novel, One Dead Spy by Nathan Hale. Teaching students how to effectively comprehend graphic novels is much like teaching anything: By identifying the content and strategies that need to be taught, we then identified the corresponding teaching strategies needed. This article reports on the content and strategies, specific ways to help students come to a greater understanding of the text in hand, and graphic novels as a literary form.

In many classrooms, teachers have started to incorporate graphic novels in classroom instruction. However, research has suggested that some readers may have limited understanding of how to read graphic novels, which can create challenges for teachers using the medium. Drawing from a larger study, this article highlights two cases, an expert graphic novel and an expert traditional print text reader, to illustrate how the expanded four resources model may be used as a framework to guide novice graphic novel readers as they engage with graphic text. The article provides next steps for educators as they begin their journey with graphic novels.

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Graphic novels in the K-12 classroom are most often used to motivate marginalized readers because of the lower text load and assumption of easy reading. This assumption has thus far been unexplored by reading research. This qualitative multiple-case study utilized think-aloud protocols in a new attention-mapping activity to better understand how expert readers use intentional attention shifts to make meaning in graphic novels. Four expert graphic novel readers, and four expert printdominant readers, between ages 16 and 20 were asked to trace their attention across the opening pages of five graphic novels and to predict what the story was about. Utilizing digital video recordings as the primary data source, analysis included creating a visual representation of each reader's attention patterns, time used, as well as the complexity and accuracy of his or her predicted stories. Findings indicate that the expert graphic novel readers initially attended to visual elements to gain an understanding of genre, character, and possible plot points. Only after attending to the illustrations did they decode the written text, and finally synthesized the two. The expert print-dominant readers predominantly attended to written text effectively but did not use illustrations to support or extend their understanding or meaning making in the text. This study complicates current assumptions about the ease of reading graphic novels by observing expert-print dominant readers and expert graphic novel readers negotiate written text and illustrations.

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