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Number 55 (2026)
Lessons From the Field on the Science of Reading: School and Classroom Stories Across Contexts

Full Issue

Articles

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Uplifting the Legacy of Black Teachers: Loving and Liberatory Pedagogies in a Science of Reading Context
Natasha A. Thornton, Amanda L. Armstrong, Brooke Blacknall, Jordan Freeman, Elaine Nevers-Williams, and Mukkaramah Smith

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“It Was Hard, but it Worked:” Children’s Theories on Learning to Read
Cristina Valencia Mazzanti, Laura Tiktin-Sharick, Madeleine Zuck, and Tiphareth Ananda

Guest Editors

Gail Boldt

Gail Boldt is the Senior Editor of the Bank Street Occasional Paper Series and is a distinguished professor in the College of Education at the Pennsylvania State University in the Department of Curriculum and Instruction. She is on the undergraduate elementary language and literacy education faculty and is the professor in charge of the PhD program in Language, Culture, and Society and in Literacy and English Language Arts. Gail is also a clinical psychotherapist and a Fellow in the College of Research Fellows of the American Psychoanalytic Association. She holds a PhD from The University of Hawai’i at Manoa in Teacher Education and Curriculum Studies and was formerly an elementary school teacher in Honolulu.

Patricia Enciso

Patricia Enciso is a professor of innovative arts, literacy, and literature and Section Head of the Critical and Transformative Education program in the Department of Teaching and Learning in the College of Education and Human Ecology at the Ohio State University. She also serves as the director of the Martha L. King Center for Language and Literacies. Prof. Enciso is the co-editor of the Handbook of Reading Research Vol V and the forthcoming Handbook of Research on Diversity in Children’s and Young Adult Literature. Among her leadership positions in the literacy field, she is past president of the Literacy Research Association and past chair of the NCTE Research Foundation.