•  
•  

Introduction

We are pleased to present Volume 33 of The Language & Literacy Spectrum. It has been our pleasure to work with these authors along with our dedicated review team. The articles in this issue are important and inspiring and address literacy theory, literacy coaching, children’s literature, and writing instruction. Lare and Silvestri offer readers insight into the enactment of a multi-theoretical approach to teaching literacy in one practicing special education teacher’s classroom. Toll provides guidance for literacy coaches in the form of six rules for coaching teachers under duress. Articles by Luther and the team of Olmstead, Kalenda, Rath, Xue, and Zhang provide suggestions for teaching with high-quality children’s literature. Luther proposes titles to teach self-awareness, while Olmstead and colleagues offer books to inspire activism and equity. Kesler and the team of Philippakos, Wiese, and Davis address the complexity of explicit writing instruction. Kesler follows four second grade teachers as they enact explicit instruction in the writing process as part of an author study, including multimodal analysis and composition. Philippakos and colleagues outline the reciprocal relationship between reading comprehension and writing composition using a strategic, genre-based approach. We invite you to read, reflect, and respond by submitting your own manuscript for consideration in future volumes. The deadline for the next volume is February 1, 2024.