Empowering Readers: Student-Centered Strategies for Literacy Success

Authors

DOI:

https://doi.org/10.56887/galiteracy.179

Keywords:

literacy strategies, student-centered approaches, reading engagement, phonics, critical literacy

Abstract

The Fall 2024 issue of the Georgia Journal of Literacy, themed “Empowering Readers: Student-Centered Strategies for Literacy Success,” highlights innovative methods and practical strategies that equip educators to enhance literacy outcomes. The articles here explore methods that blend research with pragmatism and directly address the needs of today’s learners. From fostering critical thinking and decoding skills to boosting reading engagement through diverse text selections, this issue provides actionable insights to help teachers cultivate empowered, motivated readers. Contributors share teaching tips, practitioner reflections, and research-informed articles that are structured to support educators in shaping resilient, skillful readers.

Author Biographies

  • Dr. Robert A. Griffin, University of West Georgia

    Dr. Robert A. Griffin, Associate Professor and Assistant Department Chair, Department of Early Childhood through Secondary Education and Reading, University of West Georgia, Carrollton, GA; email [email protected] (https://orcid.org/0000-0002-3128-7687).

  • Dr. Bethany L. Scullin, University of West Georgia

    Dr. Bethany L. Scullin, Associate Professor, Department of Early Childhood through Secondary Education and Reading, University of West Georgia, Carrollton, GA; email [email protected].

Empowering Readers Student-Centered Strategies (Griffin & Scullin, 2024)

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Published

11/15/2024

Issue

Vol. 46 No. 2 (2024)

Section

From the Editor(s)

How to Cite

Griffin, R., & Scullin, B. (2024). Empowering Readers: Student-Centered Strategies for Literacy Success. Georgia Journal of Literacy, 46(2), 1–3. https://doi.org/10.56887/galiteracy.179

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