393 Advocating for All Children FROM THE EDITORS The Reading Teacher Vol. 70 No. 4 pp. 393–394 doi:10.1002/trtr.1549 © 2016 International Literacy Association G andhi’s quote is a reminder that a quality education is crucial for our world’s children. We chose Advocating for All Children as the theme for this issue because all children need an ad- vocate, whether that is a parent, a classroom teacher, or a professional organization that takes a stand to support children’s literacy. The verb form of advo- cate, as defined by the Oxford Dictionary of English (Stevenson, 2015), means “to publicly recommend or support.” Many educational professional organi- zations as well human rights organizations advo- cate on behalf of children. They do this through the professional papers they publish, declarations they make, and laws they help pass. The International Literacy Association (ILA) is a global advocacy and membership organization that offers its members a wealth of resources to support children, such as Where We Stand (www.literacy worldwide.org/about-us/where-we-stand). This sec- tion of ILA’s website provides child advocates with resources for important literacy topics, such as assess- ment best practices, Common Core standards, and educational policy topics. One recently published item is a position statement on the reauthorization of the Elementary and Secondary Education Act (ESEA). The Every Student Succeeds Act (ESSA), the reauthorized ESEA, formerly known as No Child Left Behind (NCLB), is important for all Americans to know because ESSA was signed into law in 2015 by President Obama. ILA provides a helpful tool kit for understanding ESSA on the Where We Stand section of its website. Providing resources, professional development to support teachers, and comprehensive literacy To reach real peace in the world, we will have to begin with the children. (Gandhi) Jan Lacina, Robin Griffith programs is essential for the literate future of the next generation. In this issue, you will read pieces from authors who are literacy advocates; they con- nect theory to practice and are determined to find new and innovative ways to increase our children’s literacy levels. In this issue’s Inside Track, “Learning From the Past: What ESSA Has the Chance to Get Right,” Danielle V. Dennis takes a stand—advocating for educators and scholars to work with other stake- holders to understand the new ESSA. She calls for advocates to redefine NCLB and ESSA to include best practices for literacy education. Dennis explains that ESSA may provide opportunities to move away from NCLB models and toward a curriculum that supports the development of teacher expertise and children’s reading behaviors. Educators, and those who advo- cate for children worldwide, need to pay attention to this legislation. There is a lot we can learn from past legislative challenges, and mistakes, to build on a brighter and more literate future for our children. There are many fascinating and timely feature articles in this issue. The first is “E-Books and E-Book Apps: Considerations for Beginning Readers” by Celeste C. Bates, Adria Klein, Barbara Schubert, Lea McGee, Nancy Anderson, Linda Dorn, Erin McClure, and Rachael Huber Ross. In this article, the authors provide useful considerations for teachers as they select e-books and e-book applications for beginning readers. The authors’ suggested frame- work for making such selections is helpful to teach- ers who seek to include e-books and e-book apps in their classrooms. Cathy A. Toll presents a critical article for all schools and districts with literacy coaches. Her arti- cle, “A Problem-Solving Model for Literacy Coaching Practice,” provides details of literacy coaches’ plans for their collaborations with teachers. In this problem-solving model, Toll notes key tasks for lit- eracy coaches that will benefit them in assisting their teacher partners. Tessa Daffern offers “What Happens When a Teacher Uses Metalanguage to Teach Spelling?” In her case study, Daffern describes a year 4 Australian classroom teacher and one student in the class. This case study illustrates the importance of teacher knowledge in spelling and linguistics as this teach- er applied her pedagogical knowledge to encourage