In this meta-analysis, we examined whether children identified with reading difficulties (RD) evidence writing difficulties. We included studies comparing children with RD with (a) typically developing peers matched on age (k ϭ 87 studies) and (b) typically developing younger peers with similar reading capabilities (k ϭ 24 studies). Children identified with RD scored lower on measures of writing than their same age peers (g ϭ Ϫ1.25) when all writing scores in a study were included in the analysis. This same pattern occurred for specific measures of writing: quality (g ϭ Ϫ0.95), output (g ϭ Ϫ0.66), organization (g ϭ Ϫ0.72), sentence skills (g ϭ Ϫ0.78), vocabulary (g ϭ Ϫ1.17), syntax (g ϭ Ϫ1.07), handwriting (g ϭ Ϫ0.64), and spelling (g ϭ Ϫ1.42). Differences in the writing scores of children identified with RD and same age peers were moderated by whether the writing assessment was a norm-referenced or researcher-designed measure when all writing measures or just spelling were included in the analyses. Depth of orthography for studies involving European languages also moderated differences in the spelling scores of children identified with RD and same age peers. Finally, children identified with RD scored lower on writing than younger peers with similar reading capabilities (g ϭ Ϫ0.94) and more specifically on spelling (Ϫ0.93). We concluded that children with RD experience difficulties with writing, providing support for theoretical propositions of reading and writing connections as well as the importance of writing instruction for these students. Educational Impact and Implications StatementThis meta-analysis of 95 studies found that children with reading difficulties also experience difficulties with writing when compared with their same-aged peers and younger-peers matched on reading capabilities. These findings demonstrate that reading and writing performance are connected, and students with reading difficulties are likely to have writing difficulties. As a result, literacy instruction needs to focus on both of these critical skills.

Black people in the United States have and continue to pursue practices of communal bonding as well as cooperative-and-sharing economies, from the invisible institution of Black religion to underground activist collectives such as the African Blood Brotherhood. While many efforts were explicitly political, other organizations primarily emphasized socioeconomic advancement for its group members and the broader Black community. One such set of collectives that in many ways embodied both aims are Black Greek-letter Organizations. One of their enduring legacies is the ability to produce a unique and powerful sense of sisterhood and brotherhood. Through various processes, shared symbols, and cultural artifacts, Black fraternal organizations create a sense of camaraderie readily apparent to even lay observers. Yet, very few empirical studies have examined how fraternity men define and embody such brotherhood bonds. Thus, the purpose of the present study sought to fill these knowledge gaps by addressing the following research questions: (1) how do Black Christian fraternity men define and embody brotherhood? and (2) what social and emotional benefits do Black Christian fraternity men gain from brotherhood? Using qualitative data gathered through various techniques (i.e., semistructured interviews, photovoice and identity maps, focus groups, and Facebook observations), we describe the ways Black male members of this Christian fraternity embody brotherhood as accountability and co-construct a space for men to experience and benefit from intimacy.

Simultaneous detection of multiple tissue antigens is one of the most frequently used immunohistochemical (IHC) techniques. In order to avoid cross-reactivity of each secondary antibody with multiple primary antibodies when doing either dual- or triple-labeling immunofluorescence, it is necessary to use primary antibodies raised in different host species such as mouse, rabbit, and goat. However, in many cases, suitable primary antibodies raised in different species are unavailable. We have developed a novel technique for triple-labeling immunofluorescence that can be used with primary antibodies derived from a single host source. This technique includes modification of one primary antibody with biotin (ChromaLink™ Biotin) and a second primary antibody with DIG (ChromaLink™ Digoxigenin). For IHC staining, cells or tissue sections are incubated first with unconjugated primary antibody against the first target protein followed by detection with antiprimary secondary antibody conjugated to NorthernLights™ NL-637 tag (fluorescence in the far-red spectral region). Subsequently, the same tissue sections are incubated with a mixture of same species biotin-labeled primary antibody (against the second target protein) and DIG-labeled primary antibody (against the third target protein) followed by detection using a mixture of Streptavidin NorthernLights™ NL-493 tag (green fluorescence) and anti-DIG secondary antibody conjugated to a Rhodamine Red X™ tag (red fluorescence). This technique provides good spectral separation of colors depicting different antigens of interest while avoiding cross-reactivity between irrelevant primary and secondary antibodies. In addition, this multiplexed IHC technique provides significant convenience to researchers who have only primary antibodies raised in the same host species at their disposal.

Amid today’s political climate, it becomes increasingly critical to encourage and maintain trans*1 equity practices of affirmation and recognition. While providing opportunities for hope and empathy, this article situates ethnodrama within gender theory to stage the lived experience of one female-to-male (FTM) trans* high school student. Distilled from a corpus of ethnographic interviews, this performance captures the student’s school experiences, and exchanges with his parents. Given theater possesses the potential to create empathy and affect social change, this ethnodrama attempts a novel embodiment of the layered complexities of trans* inclusion to foster pedagogies of recognition and gender equity. In this way, this performative text contributes to the burgeoning and important field of gender studies in education.

Researchers assert that narratives do political work. Yet, in this article, we trouble the nature of this political work to account for narrative inquiry’s smoothing over of polyvocality for univocal coherence. Our posthumanist unsmoothing builds an analytical example around three successive Latourian tasks to bring to the fore competing voices and truths often obscured in conventional narrative. Drawing from ethnographic data of one low-income rural family, we seek to complicate the human-centered deficit perspective. In teasing out various voices and sociotechnical systems, this posthuman analytic exposes the hidden ways in which human lives are conditioned by political forces, which order the human conscious. As ethical beings, we take responsibility for promoting analytical tools as a means of addressing advocacy as well as social justice concerns. Ultimately, we expose implications for a narrative unsmoothing that rethinks democracy and political efforts to reclaim the voice of the marginalized, such that it can dismantle deficit perspectives, inform greater sociopolitical understandings, and mobilize more just democracies. Our task as critical scholars is to carve provocative methodological spaces for new lines of inquiry that expand our horizon of hope.