Dialogic writing

Promoting literacy skills through dialogic writing

The problem

Many students struggled with reading comprehension, the application of information, and written expression, and some experienced a low sense of competence in language studies.

In the 21st century—an era defined by the information and technology revolution—literacy skills have served as a vital foundation for students’ academic and professional success. Studies conducted among eighth-grade students during the 2022–2023 school year highlighted the need to develop targeted programs to strengthen reading comprehension and written expression skills. The findings revealed that approximately half of the students faced challenges with reading comprehension and the application of information in new contexts, while 33% reported a low sense of self-efficacy in language studies.

The Challenge

Developing an innovative approach to strengthening the literacy skills and sense of self-efficacy of middle school students.

The program was developed in response to this significant educational need. It combined technological tools, advanced teaching methods, and creative thinking to strengthen students’ sense of competence, enhance the literacy skills of middle-school students, and prepare them to succeed in a dynamic and changing world.

To deepen literacy skills in middle schools and address the need for programs focused on writing and written expression, the Atid Education Network, the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities at the University of Haifa, and the Center for the Study of Pedagogy joined forces. The partnership focused on developing an innovative approach that integrated emotions, values, and skills into language instruction. Its goal was to advance language literacy in ways that empowered both students and teachers by incorporating dialogic reading and writing into everyday teaching and learning across a variety of text-rich subjects.

To address the disparities arising from poverty and its material and social consequences—as well as the challenges these disparities pose for educational teams—a partnership was established between the Branco Weiss Network of Schools for At-Risk Youth and Ben-Gurion University of the Negev.

The study

A multi-stage research and development process to create tools and a sustainable model for embedding language literacy in schools.

The program incorporated the principles of Joseph Campbell’s “Hero’s Journey” into the teaching process. These principles provided students with a framework for exploring their personal and academic challenges and understanding how confronting difficulties could help them grow and become stronger.

The partnership spanned two and a half years—the second semester of the 2023–2024 academic year, followed by the 2024–2025 and 2025–2026 academic years—and consisted of three main stages. During the establishment stage in 2024, the partnership’s infrastructure was designed and developed, and a steering committee and development team were formed with representatives from all project partners. These teams were responsible for developing the implementation model and professional resources, testing them, continuously evaluating them, and refining them.

During the development year in 2025, five schools were recruited. Their teaching teams participated in the development process and implemented the program’s content in their classrooms. Throughout the year, the development and teaching teams created pedagogical tools and professional resources that were distributed across the Atid Education Network.

In 2026, the initiative was expanded to additional schools within the network. The work processes established during the previous year continued, the implementation and dissemination process was refined, and a sustainable implementation model was developed.

The People Behind the Partnership

Partnership Team

Avigail Adin-Sorkis

PhD, Development Manager, R&D Manager, Atid Network

Dganit Yaffe Argaz

Head of Measurement and Evaluation, Atid Network

Liron Zimmerman

Head of R&D, Innovation, and Training Division, Atid Network

Tami Katsir

Professor, Head of the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa

Yamit Harush Cohen

PhD candidate at the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa

Matan Barak

Design and Development Manager, Center for Pedagogical Research

Shirley Ofer

Director of Educational Partnerships, Center for Pedagogical Research

Ziv Goldberg

Design and Development Team Member, Center for Pedagogical Research

Conversations with Experts

Prof. Tami Katzir

Conversations on literacy in light of the cognitive, emotional, social, and cultural
changes students are undergoing. Also: the importance of rewriting; deep reading
driven by interest and personal connection; writing as a tool; and the “Hero’s
Journey”—a concept that parallels the journey of adolescents.

Podcast – Moshe Bachar

Sharon Avni, cluster manager in the network, interviews teacher and principal Moshe Bachar about the initiative and the process he went through in the education system. Moshe is among the teachers who participated in the "Trailblazing Teachers" program, an initiative of the Center for the Study of Pedagogy - Academia-Field Partnerships, in collaboration with the Atid Education Network. From his position as a father, he understood that parent-teacher meetings are built on a problematic model, and thus decided to create a new model.

Listen

Trailblazing Teachers – Moshe Bachar

Sharon Avni, cluster manager in the network, interviews teacher and principal Moshe Bachar about the initiative and the process he underwent in the education system. Moshe is among the teachers who participated in the "Trailblazing Teachers" program, an initiative of the Center for the Study of Pedagogy - Academia-Field Partnerships, in collaboration with the Atid Education Network. From his perspective as a father, he understood that parent-teacher meetings are built on a problematic model, and thus decided to create a new model.

Listen

Effects of Grouping and Tracking

In this session, we will discuss research examining decision-making processes regarding student tracking into different ability levels. Students in middle and high school are sorted into different learning tracks. This tracking affects their chances of success in higher education and in the labor market. This study uses distributive justice theory to explain the logic that teachers employ when sorting students in pedagogical councils. Teachers navigate between the desire to respond to students' academic and emotional needs, the desire to maximize achievement, and their desire to "discipline" students by using tracking as a reward and punishment mechanism.
Presenter: Avner Zamir Respondent: Ido Argaman

Watch

Gender in Science Education

Gender Differences in Science and Technology Education and the Free Choice Paradox - What Can Be Learned from a Comparison Between Arabic-Speaking and Hebrew-Speaking Schools in Israel? The research presented in this lecture shows that schools serving the Jewish population operate according to an ethos of "self-realization" through choice in different curricula, but the actual choice is largely made based on social stereotypes among both boys and girls.
Presenters: Halleli Pinson and Yariv Feniger
Respondent: Vanda Rabin

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The Boundaries of Inclusion as a Lever for Resilience

Fostering an inclusive environment by pedagogical instructors can create a sense of belonging and acceptance among students (Gay, 2010). This action involves continuous appreciation alongside genuine acceptance of diverse perspectives, backgrounds, and experiences. When students feel included, they are far more likely to engage actively in learning, share their thoughts and concerns openly, and develop a sense of ownership and personal responsibility for their educational journey.

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Case Representation

How do they manage the division of labor between them? How can they address—together and separately—student teachers who do not meet their obligations in the professional training? Does there exist—or should there exist—a defined division of roles between the academic-pedagogical instructor and the mentor teacher? What are the role definitions of the academic-pedagogical instructor and the mentor teacher? The representation at the center of this tool provides a glimpse into the shared management between an academic-pedagogical leader and a mentor teacher. The tool includes a facilitation guide for a meeting and a brief theoretical background addressing the "supervision triad."

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Collaborations

The Partners

Future Education Network

Future Education Network

The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities at the University of Haifa

The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities at the University of Haifa

The Center for the Study of Pedagogy

The Center for the Study of Pedagogy

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