Every Learner, Every Text: Inclusive and Evidence-Informed Practices
DOI:
https://doi.org/10.56887/galiteracy.217Keywords:
literacy instruction, inclusive pedagogy, evidence-informed practice, Science of Reading, children’s literature, social-emotional learning, dialogic inquiry, grammar instructionAbstract
The Spring 2026 issue of the Georgia Journal of Literacy, themed “Every Learner, Every Text: Inclusive and Evidence-Informed Practices,” highlights the ongoing interplay between evidence-informed literacy instruction and responsive, inclusive teaching. Across an interview with Nancy Frey, research articles, and classroom-based teaching tips, each contributor explores how literacy educators can support learners through instructional practices grounded in research while also honoring student identity, voice, belonging, and access. Topics in this issue include current perspectives on literacy instruction, dialogic inquiry in syllabus design, usage-based grammar instruction, Science of Reading lesson planning, social-emotional learning through children’s literature, and authentic literary response through picturebooks. Collectively, the articles demonstrate that effective literacy instruction does not require educators to choose between rigor and responsiveness. Instead, this issue emphasizes how evidence-informed teaching and inclusive literacy practices can work together to create meaningful learning experiences for all students.
