Vol. 47 No. 2 (2025)

With AI writing on the rise, new standards, and continued emphasis on science-based reading instruction, teachers are being called on to both teach structured literacy skills and the thinking that drives them. The four articles in this Fall 2025 issue show how systematic, explicit, evidence-based instruction, along with modeling metacognition and culturally responsive teaching, can help students make learning visible and transferable across content areas. Each article highlights how modeling cognitive processes transforms students into strategic, reflective thinkers. The articles here collectively call for literacy instruction that connects creativity with equity.

Editors: Drs. Robert A. Griffin and Bethany L. Scullin, University of West Georgia ([email protected])