Journal of the
Missouri Literacy Association
Co-Editor
Elizabeth WallingtonPhD
Co-Editor
Jennifer Botello Ed.D.
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Contents
And Beyond!
Click on any page number/article to go to that article. Use the back arrow on the bottom of each page to return to the table of contents.
The Missouri Reader
Vol. 45, Issue 1
Editorial Board 2023-2024
Ann Powell-Brown, Ph.D.
University of Central Missouri
Carolyn I. Brown, Ph.D.
Webster University
Julie Bryant, Ed.D.
Southwest Baptist University
Julius Anthony
St, Louis Black Authors Assn.
Dawna Buchanan, Ph.D.
University of Central Missouri
Lauren Edmondson, Ed.D.
Drury University
Jennifer Fox, Ed.D.
Southwest Baptist University
Mary Jo Fresch, Ph.D.
Ohio State University
Diana Houlle. M. Ed.
Blue Valley School District
Annemarie Jay, Ph.D
Widener University
William Kerns, Ph.D.
University of Arkansas=Little Rock
Dianne Koehnecke, Ed. D. Webster University
Anita Lael, Ed.D
Lincoln University
Kayla Lewis, Ph. D.
Missouri State University
Denise Mounts Ed.D.
University of Arkansas
Molly Ness, M.Ed.
Fordham University
Katherine O'Daniels, Ph.D. University of MO-St. Louis
Lara Nugent, M.Ed.
University of Missouri
Cynthia Hail Wilson, Ph.D. Missouri State University
Thank you reviewers! We invite you to become a member of the Editorial Board by contacting Glenda Nugent.
The Missouri Reader is a peer-reviewed online journal that is published twice a year by the Missouri Literacy Association, an affiliate of the International Literacy Association, as a thoughtful forum for the consideration of issues, practices, research, and ideas in the field of literacy. Its contents do not reflect or imply endorsement by the Missouri Literacy Association or the International Literacy.
Association.
FEATURED ARTICLES
Promoting Literacy
Throughout the
State of Missouri
by Mary Jo Fresch
-click to add text
This article is an explanation of why and how to use spelling inventories effectively in today’s classrooms, with strategies rooted in the Science of Reading.
Student’s right to read: A shift in local educational policy
by Jason Stygles
-click to add text
CLASSROOM CLOSEUPS
A researched-based study seeking to define explicit reading independence. By providing students with the “Right to Read” can significantly impact reading interest and achievement scores
USE THIS FOR PAGE p. 20
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