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Introducing Technology to Immigrant Families to Support Early Literacy Development and Two-Generation Learning
Vera J. Lee, Barbara Hoekje, and Bruce Levine
Abstract: This article describes the findings of an early literacy pilot program called Project LIFE (Literacy for Immigrant Family Engagement) that took place at an urban charter school. The project was designed as an exploratory qualitative study that investigated the topic of how technology aids immigrant parents’ digital knowledge development and involvement with early literacy practices through a two-generation learning approach at home with their children. The participants included three immigrant parents (Spanish and Vietnamese) and their children who are English language learners (ELLs) in first and third grades. The findings from the study suggest that the resource of technology supported parents’ and children’s early literacy learning at home; parents and their children developed agency in early literacy activities during the program and at home; and literacy was a co-constructed process between the adults, children, and middle school ELLs who assisted the families.

Imagining Possibilities: Conversations about Writing Nonfiction in Early Childhood Classrooms
Sara Kersten Parrish and Melissa I. Wilson
Abstract: Teachers who are encouraged to incorporate more nonfiction into curriculum in early elementary classrooms must find ways to engage students with nonfiction while grappling with teaching the nuances of the genre. This article looks into a first- and a second-grade classroom and examines how students engage in dialogue between the imaginative and critical while taking up ideas about what it means to write nonfiction. Through teacher guidance, questioning, and dialogue, students begin to consider what is true and not true as they wrestle with what it means to be a writer of nonfiction. In both classrooms, teachers learned that teaching about nonfiction writing is more about learning writing and inquiry practices that inform the decision-making process inherent in nonfiction writing.

RESEARCH & POLICY: Playing to Our Strengths: Finding Innovation in Children’s and Teachers’ Imaginative Expertise
Karen E. Wohlwend
Abstract: This article reviews recent research on young children’s literacy learning, with a focus on innovative ideas that reclaim a long-standing ethos in early childhood education: child over curriculum.

LANGUAGE ARTS LESSONS: "The Imperial March" toward Early Literacy: Locating Popular Culture in a Kindergarten Classroom
Haeny S. Yoon
Abstract: This article explores children’s engagement with popular culture as an entry point for early literacy.

INVITED DIALOGUE: Nurturing Young Children's Literacy Development through Effective Preschools, Practices, and Policies: A Conversation with Dr. William H. Teale
Jennifer D. Turner
Abstract: This article features a discussion with Dr. William Teale about how young children become literate. Drawing on decades of research, he describes how preschool classrooms, practices, and policies can expand the literacy repertories and nurture the literacy lives of young children.

CHILDREN’S LITERATURE REVIEWS: Beyond Primers: High-Quality Children’s Literature for Primary-Grade Readers
Grace Enriquez, Erika Thulin Dawes, Mary Ann Cappiello, and Katie Egan Cunningham
Abstract: In this column, we review high-quality children's books sure to engage and entertain emergent and newly independent readers.

PERSPECTIVES ON PRACTICE: Books and Theater Arts Take Center Stage for Deaf and Hearing Children in the Early Grades
Gary Wellbrock and Molly Ness
Abstract: This article showcases an innovative program designed to celebrate theater arts and children’s literature by inviting Broadway performers into New York City classrooms.