Weaving together reading pedagogy and social emotional learning (SEL) frameworks, this text presents an integrated, research-based approach to reading instruction grounded in instructional and collaborative strategies that address students’ social emotional needs.

The text features real stories from the classroom to invite readers to learn alongside the students, teachers, families, and professionals as they experience journeys of growth. The authentic case studies cover best practices in reading instruction in a way that centers students, promotes the whole child, and supports reading growth. Following a cyclical framework – discovering, nurturing, growing – each chapter addresses typical student reading needs and explains the role of collaborative relationships in effective instruction. Through the medium of storytelling, readers gain profound insights into key topics, including teaching multilingual students, phonological awareness, reading fluency, and more.

Accessible and comprehensive, this book steers away from a prescriptive recipe for instruction but rather leaves readers with an effective framework for incorporating data-based decision-making, collaboration, and research-supported literacy practices to foster each student's social and emotional skills in the classroom.

With a targeted focus on K–3 classrooms, this text is a key resource for pre-service and in-service educators in literacy education and elementary education, enriching the perspectives of all educators.

chapter 2|30 pages

Meet Michael

Connecting Early Literacy and Working Memory with the Physical Domain

chapter 3|25 pages

Meet Abby

Developing Phonological Awareness Skills and Social Communication while Regulating Trauma

chapter 4|22 pages

Meet Sammy

Supporting Phonics and Decoding with Social Emotional Needs through an Interprofessional Approach

chapter 5|26 pages

Meet Carolyn

Growing Fluency Practices and Minimizing Anxiety

chapter 6|22 pages

Meet Bryce

Supporting Reading Comprehension and Goal-Directed Persistence

chapter 7|23 pages

Meet Farah

Supporting Vocabulary and Background Knowledge for a Multilingual Student Who Experienced Trauma