Literacy Matters Vol. 23 Winter 2023

VOLUME 23 WINTER 2023 Literacy Matters The Journal of the Palmetto State Literacy Association

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Volume 23, Winter 2023 Literacy

Matters THE JOURNAL OF THE PALMETTO STATE LITERACY ASSOCIATION

Letter from the Editors by Lisa Aker and Koti Hubbard............................................................................................................VI

Literature Matters Children’s and Young Adult Literature that Support Conversations about Consent, Bodily Autonomy, and Sexual Abuse by Brittany Adams, Shelby Boehm, Kathleen Colantonio-Yurko and Henry “Cody”Miller................................................ 7 Using Children’s and Adolescent Literature to Foster Fair and Equitable Integration of Individuals with Disabilities in Our Classrooms by Elke Schneider.............................................................................13 Windows, Mirrors, and Sliding Glass Doors: A Children’s Literature Review Column for Teachers by Ashley Berry, Hailey Bowen, Ashlyn Bryant, Sarah Katherine Coker, Danielle Edwards, Becca Greene, Emily Seay, Madason Whitaker, Dorsey Winchester, Ally Windham and Lauren Zalud.......................20 General Articles Home Literacy Environments by Lauren Whitley and Andrea Crenshaw..........................................................................23 Questioning to Facilitate Reactionary Reading in the Social Studies Classroom by Timothy Lintner....................................................................................................................................................................................27 Analyzing Terms for Vocabulary Instruction: Preservice Teacher Data and Tips for Effective Instruction by Miranda Sigmon. ...........................................................................................................32

PSLA Executive Board/Officers 2022-2023 President Missy Lark larkmissy@gmail.com President-Elect Cathy Jones-Stork PSLAConference@gmail.com Vice President Kaye Jamison jamisonkb74@gmail.com Treasurer Eddie Marshall eddieMarshall@lcsd56.org Secretary Karley Watkins kyoung@saludaschools.org Membership Director Jean B. Brewington jbrewington@spartanburg3.org

Editors Kirsten D. Abel, Ed.D.

Clemson University Lisa D. Aker, Ph.D. Radford University Koti L. Hubbard, Ph.D. Clemson Universit y Editorial Review Board Michelle Cook, Ph.D. The Pennsylvania State University Emily Howell, Ph.D. Clemson University Jacquelynn A. Malloy, Ph.D. Clemson University Victoria Oglan, Ph.D. University of South Carolina Christine Oskar-Poisson, Ed.D. Columbia College Caitlin Rasmussen, Ph.D. Lexington School District 2 Leslie D. Roberts, Ph.D. Georgia Southern University Elke Schneider, Ph.D. Winthrop University Mary-Celeste Schreuder, Ph.D. Lander University Kelly N. Tracy, Ph.D. Western Carolina University

State Coordinator Pat Smith ptrcwsmith@aol.com

Conference Coordinator Vickie Brockman brockmanvickie@gmail.com Immediate Past President Susan Fernandez scira.drsusafern@gmail.com

CALL FOR MANUSCRIPTS PSLA s Literacy Matters Classroom teachers, teacher educators, administrators, and researchers are invited to submit manuscripts to PSLA’s professional journal, Literacy Matters . Authors are requested to submit unpublished work not under consideration by any other publication. . Types of Submissions: Literacy Matters welcomes practical, theoretical, and research articles, generally at most 15 pages (excluding tables, figures, and references), related to all areas of literacy. Articles should be clearly written, purposeful, and discuss the topic in some depth where treatment of the topic is interesting, insightful, and based on the writers’ experience. Brief commentary pieces on teaching literacy are welcomed, as well as short teaching tips, teacher or student poetry, vignettes of classroom experiences, and student writing and/or artwork (with parental permission). Manuscript Form: Manuscripts should follow APA 7 style guidelines. Please be sure to include an abstract. As manuscripts are subject to blind review, content should not reveal author identities or affiliations. Full references for all citations should be included, following APA guidelines. Submitting a Manuscript: Manuscripts should be typed in Microsoft Word and sent as an email attachment to kotih@clemson.edu and kabel@clemson.edu. When naming your file, please use simple, clear file names. Include a cover page giving the author(s)’ names, affiliations, complete mailing address, email address, and home and work telephone numbers. Manuscripts will be peer-reviewed and edited for style, content, and space limitations by the editors. The Review Process: Manuscripts undergo a blind-review process, with at least two reviewers from the Editorial Review Board. Acceptance decisions are based on interest and relevance to PSLA membership, usefulness, clarity, timeliness, and cohesiveness. The overall balance of the journal’s content also influences editors’ selections. Manuscript Deadline: June 30, 2023

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Letter from the Editors

Lisa D. Aker & Koti L. Hubbard

in the Teacher Residency Program and Clemson’s Teaching and Learning M.Ed. Program. Before joining Clemson's faculty, Kirsten spent over 20 years in the K-6 setting, supporting teachers as a literacy coach and mentor. She has also taught first through fifth grades. Kirsten received her Ed.D. in Educational Leadership: Curriculum and Instruction from The University of North Carolina, Wilmington. Her research focuses on preservice teacher education programs and classroom management. Kirsten continues to have a passion for literacy and embeds theories and teaching strategies into her current course content. As we welcome Kirsten, we give our goodbyes and thank yous to Lisa Aker, who will be stepping off the board as she has accepted a new position. We wish Lisa all the best as she supports the literacy efforts of educators in Virginia. As always, we are proud to serve you, the teachers and teacher educators who work hard to support the literacies of all students. If you are interested in sharing your work in the next edition of Literacy Matters , please send us an email for more information or stop by our table at the PSLA conference for more information

Dear Readers,

We hope you are flourishing in your classrooms this spring, and we look forward to sharing the latest iteration of the journal with you with you and your colleagues. In this issue of Literacy Matters , you’ll find several articles focused on using children’s literature to have conversations around consent, bodily autonomy, and sexual abuse (Adams et al.), address issues of equity and fairness of individuals with disabilities (Schneider), and open doors to classroom diversity with young children (Berry et al.). In addition, Sigmon discusses preservice teachers’ ability to classify vocabulary into a tiered system. Lintner shares three questioning scaffolds to facilitate reactionary reading in the social studies classroom. Lastly, Whitley and Crenshaw advocate for the home literacy environment and offer ways to support literacy development in this context. Our editorial board is excited to welcome Kirsten Abel as a new journal co-editor starting in 2023. Kirsten Abel is an elementary education faculty member in the College of Education at Clemson University. Kirsten teaches ELA Methods and capstone and field placement seminar courses to undergraduate preservice teachers in the Department of Teaching and Learning. She also teaches graduate courses

Lisa D. Aker

Literarcy Matters Make it Matter

Koti L. Hubbard

Be inspired and inspiring, Koti and Lisa

Kirsten Abel

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Children’s and Young Adult Literature that Support Conversations about Consent, Bodily Autonomy, and Sexual Abuse

by Brittany Adams, Shelby Boehm, Kathleen Colantonio-Yurko, and Henry “Cody”Miller

Content Warning: The discussion of sexual abuse may make some readers uncomfortable.

surrounding sexual violence, children and young adults often internalize victim-blaming myths. For instance, in a study (Park, 2012) of middle schoolers reading Speak (Anderson, 1999), the researcher found that many female students voiced the belief that “sexual violence is the result of individual girls making poor decisions” (p. 202). Engaging with this issue head-on can help students shift their thinking and disrupt systems that allow sexual abuse to continue. This text set takes inspiration from our work (e.g., Adams, 2020; Adams et al., in press; Boehm et al., 2020; Colantonio-Yurko et al., 2018; Miller et al., in press) and the work of many others in this area (e.g., Alsup, 2003; Cleveland & Durand, 2014; Jackett, 2007; Malo-Juvera, 2014; Park, 2012; Ulaby, 2016). Decades of research demonstrate the value of literature for learning about sensitive social issues (e.g., Entenman et al., 2005; Johnson et al., 2018; Kuehl, 2021; Levin, 2007; Newstreet et al., 2019; Schenider, 2022), as it can provide a generative space for extending real-world experiences to support learners in taking emotional and mental risks, learning about warning signs and how to respond, and building empathy for victims without experiencing trauma first-hand (Gee, 2017). Such texts might also serve as bibliotherapy for victims of sexual abuse to support their naming and processing of traumatic experiences (Adams, 2020). To this end, the following selection of 16 books focuses on characters learning about bodily autonomy and consent and how to respond to unwanted sexual attention, including verbal harassment, unwanted sexual touching, and rape. Criteria used to select the featured texts include (1) fiction literature in the forms of novels and picture books, (2) racial, gender, and sexual diversity within character representation, (3) books for early childhood students and adolescents, and (4) representation of various experiences related to consent, bodily autonomy, sexual harassment, and sexual violence. The first six picture books were selected for elementary-level readers, the following five chapter books were selected for students in the middle grades, and the final five novels were selected for teenagers/ young adults. We see this guide as helping to facilitate discussion of • recognizing early warning signs (e.g., reading body language); • what is appropriate behavior and with whom; • identifying safe and unsafe feelings; • understanding the difference between safe and unsafe touch; • respecting body boundaries; • understanding the difference between secrets and surprises; • developing a safety network (i.e., when and where to go for help and what to do if the people you are turning to for help do not listen); • developing a plan for how to deal with inappropriate

Caregivers and educators have an obligation to protect minors by teaching them about body safety strategies that can help keep them safe from abuse and recognize the systems of power that reify pervasive sexual violence to ensure that they grow up to be assertive, confident adults. One in 10 girls and one in 50 boys under the age of 18 experience sexual abuse or assault at the hands of an adult (RAINN, n.d.), and rates of peer-on-peer sexual harassment and other forms of abuse range from 1 in 4 boys to up to 1 in 2 girls (Young et al., 2009). During the 2016-2017 academic school year, more than 30,000 incidences of sexual violence were reported (i.e., rape, attempted rape, threatened rape, fondling, taking indecent liberties, and child molestation; U.S. Department of Education, 2020). Further, other forms of oppression can increase rates of sexual abuse (Pennsylvania Coalition Against Rape, n.d.); youth of color (Boothe et al., 2014), homeless youth (Wong et al., 2016), LGBTQ+ youth (Mitchell et al., 2014), and youth with disabilities are more likely to experience sexual violence (Mueller-Johnson et al., 2014). The dearth of comprehensive K-12 sex education programs in the United States contributes to these dismal statistics. A recent study (Guttmacher Institute, 2021) identified only 11 states that require consent as a vital component of their K-12 sex education programs. Definitions and scope of consent within those state laws vary across state boundaries. Most states only require middle and high school students to learn about consent as part of comprehensive sex and health education programs (Naide, 2020). For our purposes, we turn to the National Sexuality Education Standards to define“consent”: “Informed, voluntary, and mutual agreement between people to engage in an activity. Consent cannot be given when an individual does not have the capacity or legal ability to consent” (Advocates for Youth et al., 2020, p. 61). The failure of schools to enact consent-informed sex education has real consequences for children and adolescents, with more than a 55% increase in recent years in the number of reports of sexual violence occurring in K-12 schools across the country (Jacobson, 2020). Spurred by a lack of commitment by states to implement consent informed sex education programs, this text set responds to calls from scholars (e.g., Rogers, 2017; Vasquez, 2014) to position texts as vehicles for making connections to our broader world to foster critical questioning; specifically, using literature to teach about and prevent sexual harassment and abuse. The use of such literature matters significantly in today’s classrooms, given the increased attention to sexual abuse brought on by the Me Too movement (Jacobs, 2018; North, 2019). Without informed adults to address critical issues

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behavior, including bribes and threats; and • dealing with feelings of guilt and shame.

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noogied, hugged too tight, picked up, and tickled by his family members. Miles decides he has had enough! When he announces that he is the boss of his own body, his

We believe these books can serve as invaluable discussion resources regarding sexual abuse to develop knowledge, engender empathy and compassion, and prepare young

people to advocate for themselves and others. Consent and Bodily Autonomy: Picture Books (Preschool-Grade 3) Hug? Chua, C. (2020). Kids Can Press. ISBN: 978 1525302060 After coughing up a hairball,

whole family expresses support and respect for his boundaries. Through colorful, comic-book style illustrations, this book sets a healthy example of actions and reactions for children and adults.

Don’t Touch My Hair! Miller, S. (2018). Little, Brown Books for Young Readers. ISBN: 978-0316562584 Permission is the theme of this entertaining picture book. The narrator, Aria, has a gorgeous head of hair. It is so beautiful that everyone wants to touch it. However, as Aria explains, she dislikes when they do. Follows Aria through the jungle, underwater, and into outer space

an unnamed little girl’s cat does not feel well. The girl offers to give her cat a hug, which makes them both feel better. A dog notices and asks for a hug, too. Then some

Literacy Matters Feature Article

ducks come along and ask for hugs. Then a skunk, a bear, and a porcupine! How many hugs are too many? How much more of this can she take? With spare text and wonderfully expressive illustrations, this playful, funny picture book shows that hugs can be important to our happiness, but that does not mean they are always welcome. This story can facilitate discussions about compassion, tolerance, empathy, and boundaries.

as she evades the outstretched hands that attempt to reach her hair. Miller uses dynamic illustrations full of comedic detail to illuminate the point at which innocent curiosity violates consent.

Rissy No Kissies Howes, K. (2021). Carolrhoda Books. Illustrator/Artist: Engle, J. ISBN: 978 1541597983 Rissy comes from a family of lovebirds that love showing affection to one another, but all the physical contact makes Rissy uncomfortable. At first, her family

Some Secrets Should Never Be Kept Sanders, J. (2011). Educate2Empower Publishing. Illustrator/Artist: Smith, C. ISBN: 978-0987186010 When Sir Alfred and his mother, Lady Susan, fall on hard times, she takes a job as a cleaner at the castle of the rich and famous Lord Henry. While Lady Susan works, Alfred and Sir Henry play together. At first, Alfred

wonders if she is sick, confused, or rude, but Rissy helps her family learn that there is no one right way to show you care and that her need for physical boundaries is okay. Endnotes provide additional information for kids, caregivers, and educators about body autonomy, consent, and different ways to show affection.

has fun, but then Sir Henry begins to touch and tickle Alfred in ways that make him feel “uncomfortable and sick inside.”When Alfred asks him to stop, he threatens to fire his mother. Alfred must learn that some secrets should never be kept. The comprehensive notes to the reader and discussion questions at the back of the book support both adults and children in discussing the story. Resources for Elementary Grades: HowMy Third-Graders and I Address Consent (Kleinrock, 2018) • SEL Lesson of the Week: Setting Boundaries and Personal Space (Lesson for SEL, 2021). • Teaching Consent to Elementary Students (Minero, 2019) Unwanted Attention and Harassment: Chapter Books (Grades 4 - 8) Maybe He Just Likes You Dee, B. (2019). Aladdin. ISBN: 978-1534432376 Mila is anxious about starting middle school, especially since things are tough at home. She has grown a bit, and her clothes are too tight, but she does not want to say anything, relying instead on a favorite fuzzy green sweater that is loose enough

Don’t Hug Doug (He Doesn’t Like It)

Finison, C. (2021). G.P. Putnam’s Sons Books for Young Readers. Illustrator/Artist: Wiseman, D. ISBN: 978-0989407137 Doug looks huggable, but he does not like hugs. Others ask about various situations, but Doug says no to them all. This upbeat book

empowers children to believe that it is okay to tell people they do not want to hug and that asserting personal boundaries is healthy and normal. Readers will learn that it is okay to like hugs always, sometimes, or never and to always ask before hugging. Miles Is the Boss of His Body Kurtzman-Counter, S. & Schiller, A. (2014). The Mother Company. ISBN: 978 0989407137 Miles is excited about his sixth birthday party until he receives more affection than he wants or appreciates. He gets pinched,

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to cover her tight pants. This sweater gains unwanted attention from a group of boys who want Mila to hug them or brush up against her sleeve. The behavior flies under the teachers’ radars, and Mila’s slightly louder reactions get negative attention, which does not make her feel any better. Finally, one of the boys makes a comment right before the middle school band takes the stage for the concert, and Mila can no longer be

culture supports the objectification of female bodies and bullying. Girls are ranked by their looks, and the emphasis on appearance and sexualizing of peers makes many in the school uncomfortable. The narrative is told from the perspectives of Sophie, Nessa, and Eve, all of whom grapple with their own rankings and the negative attention these numbers bring. As the characters begin to unravel

their feelings about the list, they also start to find a way to stand up against what is happening at their school. The novel provides ample examples of bullying and harassment and how societal expectations of beauty and misogyny have a stronghold in school culture.

silent. This realistic tale of bullying and sexual harassment can be a valuable springboard for discussing boundaries and consent.

That’s What Friends Do Barnhart, C. (2020). HarperCollins. ISBN: 978 0062888938 This novel centers around the longtime friendship of David and Sammie, two friends who met playing their favorite sport, baseball. Unfortunately, their dynamic begins to change when a new boy moves to town: Luke. To David, Luke seems good at flirting and making comments to girls. In actuality, Luke makes Sammie

Literacy Matters Feature Article

Chirp Messner, K. (2021). Bloomsbury Children’s Books. ISBN: 978-1547605705 Mia and her family moved to Vermont to reside near her loving grandmother and her cricket farm. After the move, Mia reflects on her experiences as a gymnast and her discomfort with a previous male coach. Memories of her life in Boston intertwine with Mia’s present day experiences of learning about crickets, investigating whether someone

uncomfortable, and she struggles to communicate precisely how Luke makes her feel. David uses Luke’s example to act on his crush on Sammie but makes her feel even more uncomfortable. This novel explores how different understandings of consent can have devastating consequences and how respecting peers and their physical and emotional boundaries is important.

is sabotaging her grandmother’s farm, and making new friends. Mia also learns that male crickets are very loud and wonders why female crickets stay silent. Her wondering transfers to her own life as the book compares how an adult male coach used his position to make Mia uncomfortable. The narrative opens the potential for discussions of how to speak up when someone does something inappropriate, no matter who they are in a young person’s life. Resources for Middle Grades: • Girls Against Dress Codes (Brown, 2017) • Model Anti-Harrassment and Discrimination Policies for Schools (ACLU, n.d.) • Teaching Consent Doesn’t Have to Be Hard (Hoover, 2018)

Dress Coded Firestone, C. (2020). G.P. Putnam’s Sons Books for Young Readers. ISBN: 978-1984816436 Molly Frost is a typical eighth grader. She struggles with self-esteem and body issues. She works hard to do well in school and is finding her place between new and old friends as she grows, matures, and changes. She takes to the airwaves when she sees her friend get yelled at and humiliated by

Sexual Assault and Rape Culture: Young Adult Novels (Grades 9-12) Someone I Used to Know Blount, P. (2018). Sourcebooks Fire. ISBN: 978-1492632818 High school freshman Ashley is assaulted by Victor, a popular

two male teachers at school for wearing a shirt that shows her shoulders. Dress Coded: A Podcast quickly becomes a safe place for other girls to talk about their experiences getting dress coded, and the effects of the podcast snowball into protests. While the central theme of this story revolves around challenging the dress code, there are secondary stories about vaping, family dynamics, bullying, body image, misogyny, romance, and kids exploring their sexuality. Multiple storylines on keenly relevant topics converge to compel a young girl to speak up and demand change.

senior on the football team, during a Homecoming week scavenger hunt. After the assault, Ashley’s brother, who is also a member of the football team, Derek, testifies against her in court. The story occurs across two narratives: Ashley, who is still in high school in her Ohio

The Prettiest Young, B. (2020). Roaring Brook Press. ISBN: 978-1626729230

When an anonymous list of the fifty prettiest girls is released at a middle school, the student body devolves into gossip. The school

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Denver with parties, gifts, and access to a recording studio. At one of the parties, Denver is raped while unconscious but does not realize what happened. When she runs away to live with Merc, Denver’s parents beg her to come home and try to convince her that she is being manipulated and held captive by Merc. Denver ignores them. Merc gradually becomes more controlling of Denver. Eventually, she learns that Merc raped her at the party and recorded the assault. The book illustrates how sexual violence is not limited to a singular moment of assault. Instead, perpetrators of sexual assault can gradually and vindictively harm people. Told in verse, the book demonstrates how fame and wealth often shield influential people from accountability and allow them to prey on unknowing victims.

hometown, and Derek, who is now in college in New York. The story illustrates how a community responded in the aftermath of the assault, providing opportunities for readers to reflect on multiple characters’ actions or lack thereof. Readers can trace how opinions around sexual assault shift throughout the novel.

Parachutes Yang, K. (2020). Katherine Tegen Books. ISBN: 978-0062941091 Claire recently arrived from China to attend high school in California and moved in with Dani, who attends the same school. While seemingly opposites initially, the girls have more in common than they think when they are both assaulted. Claire is raped by her ex-boyfriend, and Dani is sexually harassed by her debate teacher. After the assaults, the girls

The Music of What Happens Konigsberg, B. (2019). Arthur A. Levine Books. ISBN: 978-1338215502 During a scorching summer in Mesa, Arizona, two high school boys, Max and Jordan, work together in an amateur food truck to raise money for Jordan’s mom, whose house is close to foreclosure. Before meeting Jordan, Max was raped by an adult male. The book illuminates how toxic masculinity

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join forces to pursue justice while reckoning with a flawed justice system that benefits the assaulter rather than the assaulted. Because the narrative provides two different experiences with assault, readers will expand their understanding of sexual violence and the social and legal aftermath that can follow.

Saints and Misfits Ali, S. K. (2017). Simon & Schuster Books for Young Readers. ISBN: 978-1481499248 15-year-old Janna is an Arab- and Indian-American hijabi struggling to manage the expectations of her Muslim and non-Muslim friends and family. Janna is stalked and nearly raped by Farooq, a boy who has memorized the Qur’an and is seen as the most pious Muslim. She wants to report him, but she worries

and gender norms often perpetuate rape culture by denying male survivors access to systemic care and support in the aftermath of sexual violence. Max discusses the rape with his mom and Jordan, whom he begins dating. The book details how the rape traumatizes Max in the aftermath of the assault. Max’s narrative can provide readers with examples of how people attempt to process and cope after rape. Resources for High School: • Discussing Sexual Harassment in the Classroom (Samsa, 2017) • Exposed (Messitt, 2014) #MeToo K-12 Resources (Stop Sexual Assault in Schools, 2021) • Teach Consent (2010) Conclusion We see increasing importance in learning about consent, bodily autonomy, and sexual abuse in light of recent legislation that limits discussions of gender, sexual identity, and sex in schools across several states. This guide can be a starting point for using text to facilitate necessary conversations on these topics in your work with young people. We aim for the inroads you find here to lead to pivotal moments of learning, or perhaps unlearning, that raise further questions and dialogue. Alongside your students, colleagues, or the broader community, we hope the texts here start conversations that might collectively move us toward a future without sexual and gender-based violence. As teachers, we must consider the safety, autonomy, and humanity of those we teach. Students from four to eighteen years old deserve the right to read about boundaries, personal space, and sexual harm as part of a humanizing and comprehensive K-12 education.

people will not believe her, especially as Farooq has started talking about how Janna is “straying” from Islam. Janna is also hesitant to say anything for fear of making her community look bad. With the support of old and new friends, Janna manages to channel her anger and stand up for herself, refusing to take on the shame that belongs to Farooq, all while preserving the standards of her faith. This narrative of a girl’s evolution from a terrified victim to someone who knows she is worthy of support and is brave enough to get it can facilitate thoughtful

discussion about why victims are often hesitant to report their experiences. Muted Charles, T. (2021). Scholastic Press. ISBN: 978-1338673524 Denver is a seventeen-year-old with dreams of being a famous musician. She enters the world of Sean “Mercury” Ellis, one of Denver’s most revered artists. At first, Merc showers

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Literature Cited

Ali, S. K. (2017). Saints and misfits . Simon & Schuster Books for Young Readers.

Howes, K., & Engle, J. (2021). Rissy no kissies. Carolrhoda Books.

Anderson, L. H. (1999). Speak . Farrar Straus.

Konigsberg, B. (2019). The music of what happens . Arthur A. Levine Books.

Barnhart, C. (2020). That’s what friends do. HarperCollins.

Kurtzman-Counter, S. & Schiller, A. (2014). Miles is the boss of his body. The Mother Company.

Blount, P. (2018). Someone I used to know. Sourcebooks Fire.

Messner, K. (2021). Chirp . Bloomsbury Children’s Books.

Charles, T. (2021). Muted. Scholastic Press.

Miller, S. (2018). Don’t touch my hair! Little, Brown Books for Young Readers.

Chua, C. (2020). Hug?. Kids Can Press.

Sanders, J., & Smith, C. (2011). Some Secrets should never be kept. Educate2Empower Publishing.

Dee, B. (2019). Maybe he just likes you. Aladdin.

Literacy Matters Feature Article

Finison, C., &Wiseman, D. (2021). Don’t hug Doug (he doesn’t like it). G.P. Putnam’s Sons Books for Young Readers.

Yang, K. (2020). Parachutes . Katherine Tegen Books.

Young, B. (2020). The prettiest. Roaring Brook Press.

Firestone, C. (2020). Dress coded. G.P. Putnam’s Sons Books for Young Readers.

References Adams, B. (2020). “I didn’t feel confident talking about this issue... but I knew I could talk about a book”: Using young adult literature to make sense of #MeToo. Journal of Literacy Research , 52 (2), 209-230. Adams, B., Colantonio-Yurko, K., Miller, H. C., & Boehm, S. (2022). Beyond perpetrators, victims, and survivors: Young adult literature as bystander intervention education. The ALAN Review , 49 (3), 42-52.

Colantonio-Yurko, K., Miller, H. C., & Cheveallier, J. (2018). “But she didn’t scream”: Teaching about sexual assault in young adult literature. Journal of Language and Literacy Education , 14 (1), 1-16.

Entenman, J., Murnen, T. J., Hedricks, C. (2005). Victims, bullies, and bystanders in K-3 literature. The Reading Teacher, 59 (4), 352-364.

Gee, J. (2017). Teaching, learning, literacy in our high-risk high-tech world: A framework for becoming human . Teachers College Press.

Advocates for Youth (2020). National sex education standards: Core content and skills, K–12 (2nd Ed) .Washington D.C.

Guttmacher Institute. (2021). Sex and HIV education. https://www.guttmacher.org/ state-policy/explore/sex-and-hiv-education.

Alsup, J. (2003). Politicizing young adult literature: Reading Anderson’s Speak as a critical text. Journal of Adolescent & Adult Literacy, 47 (2), 158-166.

Jackett, M. (2007). Something to speak about: Addressing sensitive issues through literature. English Journal, 96 (4), 102-105.

American Civil Liberties Union (ACLU). (n.d.). Model anti-harassment and discrimination policies for schools. https://www.aclu.org/other/model-anti harrassment-and-discrimination-policies-schools Boehm, S., Colantonio-Yurko, K., Olmstead, K., & Miller, H. C. (2020). Athlete as agitator, assaulter, and armor: Sports, identity, and sexual assault in young adult literature. Study and Scrutiny: Research on Young Adult Literature, 4 (2), 31-56. Boothe, M. A. S.,Wilson, R. M., Lassiter, T. E., & Holland, B. (2014). Differences in sexual behaviors and teen dating violence among Black, Hispanic, andWhite female adolescents. Journal of Aggression, Maltreatment & Trauma, 23 , 1072–1089.

Jacobs, J. (2018, Sep 12). Using young adult novels to make sense of #MeToo. New York Times . Retrieved from https://www.nytimes.com/2018/09/12/books/me-too young-adult-fiction.html. Jacobson, L. (2020, Oct 15). New Civil Rights data shows increase in reports of sexual violence at school. The 74 . https://www.the74million.org/article/new-civil-rights data-shows-increase-in-reports-of-sexual-violence-at-school/

Johnson, N. J., Koss, M. D., & Martinez, M. (2018). Through the sliding glass door: #Empowerthereader. The Reading Teacher, 71 (5), 579-577.

Brown, L. M. (2017). Girls against dress codes. Rethinking Schools, 31 (4). https:// rethinkingschools.org/articles/girls-against-dress-codes/

Kleinrock, E. (2018, Sep 27). Howmy third-graders and I address consent. Learning for Justice. https://www.learningforjustice.org/magazine/how-my-thirdgraders and-i-address-consent

Cleveland, E., & Durand, E. S. (2014). Critical representations of sexual assault in young adult literature. The Looking Glass: New Perspectives on Children’s Literature, 17 (3).

Kuehl, R. (2021). Critical tensions: Examining an attempt to encourage empathy through literature. Journal of Children’s Literature, 47 (1), 127-133.

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Lessons for SEL. (2021, Apr 4). SEL video lesson of the week: Setting boundaries and personal space. YouTube . https://www.youtube.com/watch?v=N_79wgK4964

Pennsylvania Coalition Against Rape. (n.d.). Oppression & sexual violence. http:// www.pcar.org/about-sexual-violence/oppression-sexual-violence

Levin, F. (2007). Encouraging ethical respect through multicultural literature. The Reading Teacher, 61 (1), 101-104.

RAINN (Rape, Abuse & Incest National Network). (2020). Children and teens: Statistics. https://www.rainn.org/statistics/children-and-teens

Malo-Juvera, V. (2014b). Speak: The effect of literacy instruction on adolescents’ rape myth acceptance. Research in the Teaching of English, 48 (4), 407-27.

Rogers, R. (2017). Reclaiming powerful literacies . Routledge.

Samsa, A. L. (2017, Nov 30). Discussing sexual harassment in the classroom. Learning for Justice . https://www.learningforjustice.org/magazine/discussing-sexual harassment-in-the-classroom Schenider, E. (2022). Building the bridge to compassion and cooperation with children’s literature about the lives of immigrants and refugees. Literacy Matters, Winter, 27-31.

Messitt, M. (2014). Exposed. Teaching Tolerance Magazine, 46 (Spring), 30-31.

Miller, H. C., Boehm, S., Colantonio-Yurko, K., & Adams, B., (2022). Himpathy, herasure, and down girl moves: A critical content analysis of sexual assault in young adult literature. Journal of Literacy Research , 54 (3), 298-321.

Minero, E. (2019). Teaching consent to elementary students. Edutopia . https://www. edutopia.org/article/teaching-consent-elementary-students

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Stop Sexual Assault in Schools. (2021, December 27). #METOOK12 Resources. https:// stopsexualassaultinschools.org/metook12-resources/

Mitchell, K. J., Ybarra, M. L., & Obsuth, I. (2014). Sexual harassment among adolescents of different sexual orientations and gender identities. Child Abuse & Neglect, 38 , 280-295. Mueller-Johnson, K., Eisner, M. P., & Obsuth, I. (2014). Sexual victimization of youth with a physical disability: An examination of prevalence rates, and risk and protective factors. Journal of Interpersonal Violence, 29 , 3180-3206. Naide, S. (2020, Jan 15). State lawmakers say yes to consent education. Guttmacher Institute . Retrieved from https://www.guttmacher.org/article/2020/01/state lawmakers-say-yes-consent-education. Newstreet, C., Saker, A., & Shearer, R. (2019). Teaching empathy: Exploring multiple perspectives to address Islamophobia through children’s literature. The Reading Teacher, 72 (5), 559-568. North, A. (2019, Oct 04). #MeToo movement: These seven facts show its impact. Vox . Retrieved from https://www.vox.com/identities/2019/10/4/20852639/me-too movement-sexual-harassment-law-2019. Park, J. Y. (2012). Re-imaging reader-response in middle and secondary schools: Early adolescent girls’ critical and communal reader responses to the young adult novel Speak. Children’s Literature in Education, 43 (3), 191- 212.

Teach Consent. (2010). Teach Consent. Virginia Sexual & Domestic Violence Action Alliance. http://www.teachconsent.org/

U.S. Department of Education. (2020). 2017-18 civil rights data collection: Sexual violence in K-12 schools. https://www2.ed.gov/about/offices/list/ocr/docs/ sexual-violence.pdf?utm_content=&utm_medium=email&utm_name=&utm_ source=govdelivery&utm_term= Ulaby, N. (2016, April 1). When talking about sexual consent, YA books can be a parent’s best friend. NPR. http://www.npr.org/2016/04/01/472584700/when-it-comes-to talking-sex-young-adult-books-can-be-a-parents-best-friend

Vasquez, V. M. (2014). Negotiating critical literacies with young children (2nd Ed.). Routledge.

Wong, C. F., Clark, L. F., & Marlotte, L. (2016). The impact of specific and complex trauma on the mental health of homeless youth. Journal of Interpersonal Violence, 31 , 831-854. Young, A. M., Grey, M., & Boyd, C. J. (2009). Adolescents’experiences of sexual assault by peers: Prevalence, and nature of victimization occurring within and outside of school. Journal of Youth and Adolescence, 38 , 1072-1083.

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Kathleen Yurko is an associate professor of literacy at SUNY Brockport. Prior to her time as a teacher educator, she taught secondary English in Florida. Henry "Cody" Miller is an assistant professor of English education at SUNY Brockport. Prior to that role, he taught high school English for seven years in Florida.

Brittany Adams is an assistant professor of literacy education at SUNY Cortland. Her research interests include critical literacy, children's and young adult literature, and the preparation of culturally sustaining teachers. Shelby Boehm is a doctoral candidate at the University of Florida where she studies English education and literacy. Prior to doctoral studies, she taught high school English in Florida.

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Using Children’s and Adolescent Literature to Foster Fair and Equitable Integration of Individuals with Disabilities in Our Classrooms

by Elke Schneider

to shift mindsets and interactions with SwD among readers (Curwood, 2013; Kleekamp & Zapata, 2019; Nganga, 2020; Sotirovska, & Vaughn, 2022; Tondreau & Rabinowitz, 2021). Literature examples for the following disabilities were chosen for bibliotherapy readings to help foster fair and equitable interactions with SwD based on a better understanding of their challenges, assets, and similarities with peers without a disability because they are highly frequent in general education classrooms (Friend, 2018): a) dyslexia which causes significant difficulties with the processing and comprehending of print, and that affects to some degree about every 10th student in a class (Friend, 2018); b) attention deficit (hyperactivity) ( AD(H)D ) disorder that makes it difficult for students to focus and follow directions and socialize properly, c) autism spectrum disorder (ASD) including Asperger Syndrome, that lead to difficulties interacting and communicating in socially appropriate ways, d) hearing and vision impairments , and e) bipolar disorder of individuals with extreme mood-swings that can disrupt learning for everyone in the classroom (Friend, 2018). The latter is included because of the significant rise in this mental health issue in school-age children (Duckworth, 2013). The selected 30 pieces of bibliotherapy literature include fiction and non-fiction, recent and classic novels, and picture books on the topic for early childhood/elementary level students and teens. The selection purposefully includes a variety of voices and illustration media to provide readers with a range of options. For instance, IwD voices appear in first person, peers introduce IwD with authentic photos, animal characters display disabilities, and unique book illustration techniques help readers understand perceptive differences of certain IwD. Books are grouped according to younger and older readers, and for each book, the main disability aspect is listed as a topic to make finding appropriate books easy. In order to ensure a realistic presentation of IwD in the selected books, the author screened each book for authentic representations of strengths and challenges of IwD, of natural interactions of other characters with the IwD, as well as signs of stereotyping using research support (Curwood, 2013; Kleekamp & Zapata, 2019; Nganga, 2020; Sotirovska, & Vaughn, 2022; Tondreau & Rabinowitz, 2021). Additionally, the author aimed at publications from book authors who have had a personal connection with the disability addressed in the book. Furthermore, many of the chosen books received the American Library Association Schneider Family Award for children’s and teen books for portraying disabilities in realistic ways.

In today’s diverse classrooms, it is crucial to help students understand the realities of diverse, minority-representing classmates, including students with disabilities (SwD) who frequently are included in mainstream classrooms (Friend, 2018). Inappropriate reactions towards them are not only prevalent but are on the rise in schools (Hong et al., 2018; Jackman et al., 2020). For instance, according to a 2021 national study, SwD are 32 percent more likely to be bullied than their peers without a disability (Gage et al., 2021). Among SwD are those with easily recognizable disabilities such as physical impairments, cognitive, socio emotional, or behavioral differences but also students with more hidden learning disabilities in reading (dyslexia), mathematics (dyscalculia), or handwriting (dysgraphia) are often the target of discrimination (Gage et al., 2021). Therefore, it is paramount for educators to help prevent unfair and inequitable actions toward SwD. To this end, the following books offer bibliotherapy resources to break down discriminatory perceptions of SwD and prepare classmates to engage with SwD in appropriate, diversity-sensitive ways. Bibliotherapy is an effective approach for this because it allows individuals to develop understanding, compassion, and empathy for unfamiliar or uncomfortable situations in their own lives or those of others by reading and critically reflecting on books that display such situations (Andrews, 1998; DeFries & Sunden, 2019; McCulliss & Chamberlain, 2013; Mehdizadeh, & Khosravi, 2019, Taft, et al., 2016). Teachers play a critical role in fostering a shift of perception of and engagement with presented problematic situations, in our case, equitable interactions with SwD (Molton, 2020; Zepeda, 2020). Research shows that reflective discussions with students about characters with disabilities in children’s/adolescent literature is a powerful tool to shift perceptions and prevent bullying and other means of disrespectful behavior toward SwD (Prater et al., 2006; Trent & Richards, 2018; Wilkins et al., 2016). Research also documents that explicit training to conduct bibliotherapy with students is highly beneficial and greatly valued by both K-12 preservice and inservice teachers (Hoppe, 2020; Marable et al., 2010; Molton, 2020; Nganga, 2020; Tondreau & Barnes, 2021; Wilson, 2019; Zepeda, 2020). When selecting literature to foster inclusive interactions among students with and without disabilities, it is essential to screen books for realistic presentations of challenges along with strengths of story characters with various disabilities and also biases or stereo-tying of SwD. If the latter is present, discussions must address these realizations

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avoidance strategies and family struggles with a disability. It also encourages readers to seek help when needed and to apply perseverance to grow into mature, resilient young adults.

Books for younger readers: Elementary-early childhood books A walk in the words

I Have Bees in My Brain. A Child’s View of Inattentiveness Hammond, T. (2017). Friesen Press. ISBN: 978 525-1034. Illustrator: Huck McIntosh. Topic: ADD This entertainingly illustrated book helps young readers understand what it feels like and what happens in the brain when one has ADD. The illustrations compare

Talbott, H. (2021). Nancy Paulsen Books. ISBN: 978-0399548710. Topic: dyslexia This picture book for young readers won the 2022 Schneider Family Award and shares the author’s struggles with reading and love for drawing and storytelling. The author’s illustrations help readers understand the wave and intensity of feelings that struggling readers

with dyslexia experience. This is an uplifting story about the payoffs of perseverance and determination to learn to read and write. Today, the author publishes his own illustrated stories.

having ADD with a busy beehive inside oneself where lots of talking occurs, that makes it difficult to focus.

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A Dragon with ADHD Herman, S. (2021). Digital Golden Solutions LLC. ISBN: 978-1-64916-095-9 Topic: ADHD The author and illustrator Herman provides lively illustrations to help 4-8-year-olds understand ADHD, and how to get focused and organized. This happens with the help of a boy’s dragon pet that displays signs of ADHD.

Thank you Mr. Falker Polacco, T. (2012). Philomel Books. ISBN: 978 0399237324 . Topic: dyslexia This autobiographical classic tells young readers the story of Trish, the author and illustrator of this book, in her early school years. Trish is a girl with dyslexia who wants to succeed and be able to read like her peers. However, she

continues to fall behind and get bullied mercilessly by peers until a teacher identifies Trish’s challenges and artistic talents and helps her to become a confident reader. Colorful illustrations reflect the emotional turmoil Trish encounters and stress the importance of support and encouragement from teachers, family, and friends.

Cory Stories: A Kid’s Book About Living with ADHD Kraus. J. (2004). Imagination Press. ISBN13: 978 1591471547. Illustrator: Whitney Martin. Topic: ADHD In this timeless classic, young readers hear from Cory what ADHD feels like, how it impacts his grades in school, relationships with family and friends, and his general perception

The alphabet war. A story about dyslexia Burton Robb, D. (2004). Albert Whitman & Company. ISBN: 978-0807503027. Illustrator: Piazza, Gail. Topic: dyslexia In this classic picture book, young readers learn to understand Adam’s struggles from kindergarten until third grade because he cannot make sense of

of and functioning in the world. He also describes how he copes with ADHD via counseling and medication and helpful strategies for school, home and friendship challenges. Overall, this book takes a realistic and positive, and constructive approach to understanding and living with ADHD.

letters and their sounds on paper. After a diagnosis of dyslexia, he finally gets the help he needs and reads his first book in 4th grade. The illustrations depict the intensity of struggles, the character strength it takes, and the critical importance of compassionate, knowledgeable teachers so individuals with dyslexia or related reading issues can get professional help to succeed in school. This story also highlights the importance of identifying strengths to utilize and balance out the stresses of dyslexia.

My Best Friend Will Tucher T. & Lowell, J. (2005). Autism Asperger Co. ISBN13: 978-1931282758 Topic: Autism Jamie and Will are 5th graders and have been friends since kindergarten. Will has autism. Through Jamie’s

Eli —The boy who hated to write, Understanding dysgraphia Richards, R. & Richards, E. (2000). RET Center Press. ISBN: 978-0966135336. Topic: dysgraphia Mother and son Eli wrote this book about Eli’s struggles with dysgraphia and ways to find coping mechanisms to write legibly. It provides a realistic picture of common

eyes, readers learn how she and Will are similar and different. Photos illustrate Will’s abilities and needs and invite discussion to foster understanding of and compassion for individuals with Autism among younger readers and early teens.

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My Friend with Autism Enhanced edition with free CD of coloring pages. Bishop, B. (2011). Future Horizons. ISBN: 978 1885477897. Illustrator Craig Bishop Topic: Autism Parents of a child with autism wrote this book to help educate their son’s

Stories of Maya and Sid— Making a New Friend Dugar, A.. (2019). ISBN : 978-1733592314. Illustator: Swati Namjoshi Topic: Hearing Impairment Maya, a young girl with cochlear implants to compensate for her hearing impairment, makes friends with Sid, a boy who wears glasses.

peers about him. In colorful illustrations, young readers learn about sensory integration, communication, and disruptions of routine challenges for someone with autism and how to engage in effective play with such a peer. Readers learn this through the voice of a classmate who describes what a peer with Autism does and does not do so well. This book includes a CD with follow-up activity sheets for teachers to use to foster a better understanding of SwD.

Bright illustrations help young readers learn about the brain, hearing, and ears and how cochlear implants work in the early childhood-appropriate language. All proceeds are used to fund hearing aids for children with hearing loss around the world.

The Black Book of Colors Cottin, M. (2008).Groundwood Books. ISBN: 978-08889-98736. Illustrator: Rosana Faria. Translator: Elisa Amado. Topic: vision impairment This unusual picture book allows sighted peers

The Girl Who Thought in Pictures —The Story of Dr. Temple Grandin Finely Mosca, J. (2017). The Innovation Press. ISBN: 978-1943147304. Illustrator: Danielle Rieley. Topic: Autism Young readers learn about the life and way of thinking of one of the most famous and successful

Literacy Matters Feature Article

of blind students in lower and upper-grade levels to experience how visually challenged people to identify colors through smell, hearing, and touch. Descriptive text for sighted readers is accompanied by Braille text and embossed illustrations with raised black line drawings on black paper. It includes Braille letters and information to learn the Braille alphabet. This book won the New York Times Best Illustrated children’s Book Award, and the Bologna New Horizon’s Prize was originally published in Spanish as El libro negro de los colores by Ediciones Tcolote, Mexico, in 2006.

individuals with autism. Bright illustrations make the story come alive, proving that a disability does not have to hold anyone back from making a positive difference in the world. A timeline of her major life events makes discussions and retelling easy.

Arnie and His School Tools — Simple Sensory Solutions that Build Success Veenendaal, J. (2014). Autism Asperger Publishing Company. ISBN: 978-1934575154. Topic: ADHD & Autism In a first-person narrative with positive young reader language, this picture book describes attention and sensory integration issues often

Darla the Elephant Has Bipolar Disorder Shepherd, J. & Fallis, M. (2016). BlueFox Press. ISBN: 978-1-943880-16-4. Illustrator: Ty Shepherd. Topic: Bipolar disorder This picture book helps young readers understand what those diagnosed with bipolar disorder experience and helps them develop empathy for their

prevalent in children with autism, Asperger syndrome, or those with AD(H)D. The author’s bright illustrations express the emotions children with these challenges have and help readers understand how and why described ‘school tools are used by educators, parents, and students themselves. The book includes discussion questions to use with students and further references to websites and related children’s books.

challenges, need for therapy and medication along with an appreciation of their strengths. Illustrations are cartoonlike, with an elephant as the main character with bipolar disorder.

Sometimes My mommy Gets Angry

Gracie’s Ears Blackington, D. (2021). Pebbleton Press. ISBN: 978 0976001119. Topic: hearing impairment Based on a real story, the author and illustrator describe the world of fun-loving Gracie, who does not hear properly, and how hearing aids help her connect

Moore Campbell, B. (2003). Penguin Young Readers Group. ISBN: 978-0142403594. Illustrator: E. B. Lewis. Topic: Bipolar disorder Vivid watercolor illustrations allow

young readers to connect to the emotions that trouble individuals with bipolar disorders through the experiences of a young girl whose

to her environment in new, free ways. The story is told in rhyme and is supported by bright illustrations. It sends a positive message about wearing hearing aids.

mother has bipolar disorders and cannot provide a stable emotional family life. The story shares how the girl copes with these challenges with the help of her grandmother and teacher.

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