A journey through nine decades of NCTE-published research in elementary literacy

Elizabeth Dutro, Kathleen Collins

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


In this article, we share findings from our process of "reading the past, writing the future" of elementary research in NCTE's journals. Our analysis focused on major domains of the field, including literature, writing, reading, language, and multimodal literacies, and spanned Elementary English Review, which first appeared in 1924, was renamed Elementary English in 1947, and became Language Arts in 1975; Primary Voices, which ran from 1993 to 2002; and Research in the Teaching of English (RTE), which began in 1967. Findings revealed both surprising continuities across decades as well as clear and important social and cultural shifts that influenced theory, methods, and practice in the field, emphasizing the importance of 1) recognizing the level of historical and political influences in elementary literacy research, 2) paying explicit attention to how the cultural-historical zeitgeist shapes our work as scholars, and 3) interrogating how our representations of research problems may contribute to the continuance of social and cultural inequities.

Original languageEnglish (US)
Pages (from-to)141-161
Number of pages21
JournalResearch in the Teaching of English
Issue number2
StatePublished - Nov 1 2011

All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Education
  • Linguistics and Language


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