Vol. 53 No. 2 (2025)

The Spring 2025 issue of the Indiana Literacy Journal continues our focus on evidence based practices. Our featured article by Walski, Pigozzi, and Butler examines leveled texts vs. decodable texts and their inherent strengths and limitations in literacy development. Williams-Hines looks at instructional coaching through the lens of culturally relevant coaching and supporting underrepresented and marginalized teachers. Our invited columns dig deeper into Science of Reading. Instructional Coach Melissa Gill invites you to join the ripples of change happening in Indiana with some key action steps to make it happen. First grade teacher Paige Talian invites you into her classroom and shares how she’s integrated evidence-based practices across phonemic awareness, phonics, fluency, vocabulary, and comprehension.