Innovative Practices to Address Reading and Writing Disparities in Education
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Language and Literacy Education".
Deadline for manuscript submissions: 31 March 2026 | Viewed by 85
Special Issue Editors
Interests: reading and writing development; classroom instruction; teacher professional development
Special Issue Information
Dear Colleagues,
Reading and writing are foundational to students’ academic success, personal growth, and future opportunities. Yet, persistent disparities in literacy achievement continue to disproportionately affect students from historically marginalized groups, including those from low-income households, multilingual backgrounds, and students with learning or developmental disabilities. These disparities are exacerbated by structural inequities such as limited access to quality instruction, under-resourced schools, and culturally disconnected curricula.
This Special Issue of Education Sciences seeks to highlight innovative, evidence-based practices aimed at reducing reading and writing disparities across diverse educational contexts. We welcome interdisciplinary contributions that explore scalable and sustainable strategies, including technology-enhanced interventions, culturally responsive pedagogy, community-based initiatives, teacher professional development, assessment reforms, and systemic policy changes. Emphasis will be placed on work that bridges research and practice, centers on equity, and offers actionable insights for educators and policymakers.
Suggested themes include:
- Technology-driven literacy interventions for historically marginalized groups
- Cross-cultural comparisons of effective literacy practices
- Innovative literacy support for students with learning and language disorders
- Teacher preparation for equity-centered literacy instruction
- Interventions targeting subskills (e.g., comprehension, writing quality)
- Family and community engagement in literacy development
We invite empirical studies, design-based interventions, theoretical frameworks, and reviews that illuminate how disparities are shaped and how they can be redressed.
Dr. Yucheng Cao
Dr. Jiali Wang
Guest Editors
Manuscript Submission Information
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Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- literacy disparities
- reading achievement
- writing instruction
- educational equity
- evidence-based practices
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