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Dennis Davis

Associate Professor, Literacy Education

Poe Hall 402C


Dennis is an Associate Professor of Literacy Education in the Department of Teacher Education and Learning Sciences in the NCSU College of Education. Dennis’ research and professional development activities focus on upper elementary and middle grades literacy instruction with an emphasis on reading comprehension, assessment, and intervention supports for students when they have difficulties in reading.


PhD in Learning,Teaching, and Diversity from Peabody College at Vanderbilt University in 2010

Curriculum Vitae

Selected Scholarly Publications

  • Davis, D.S., Jones, J.S., & Samuelson, C. (in press). Is it time for a hard conversation about cueing systems and word reading in teacher education? Reading and Writing Quarterly.
  • Jensen, B., Wallace, T.L., Steinberg, M., Gabriel, R., Dietiker, L., Davis, D.S., Kelcey, B., Minor, E.C., Halpin, P. & Rui, N. (2019). Complexity and scale in teaching effectiveness research: Reflections from the MET study. Educational Policy Analysis Archives, 27(7).
  • Harmon, J., Martinez, M., Davis, D.S., & Stortz, R. (2018). First chapters: Invitations to step into story worlds. SIGNAL Journal, 43(2), 32-35.
  • Sailors, M., Martinez, M., Treviño, C., Stortz, R., Davis, D.S., Jones, J.S., Goatley, V.J., & Van Cura Monaco, C. (2018). Editorial: A 50-year journey through an expanding landscape of literacy research. Journal of Literacy Research, 50(2), 135-140.
  • McElhone, D., Tenore, F.B., & Davis, D.S. (2017). How teachers mobilize and transform their conceptualizations of reading comprehension into representations of instructional practice. Literacy Research: Theory, Method, and Practice, 66(1), 232-247.
  • Huang, B. H., Davis, D. S., & Ngamsomjan, R. (2017). Catching up and forging ahead: English language outcomes of proficient bilingual adolescents in the United States. System, 67, 12-24. DOI: 10.1016/j.system.2017.04.002
  • Davis, D.S., Huang, B.H., Yi, T. (2017). Making sense of science texts: A mixed method examination of predictors and processes of multiple text comprehension. Reading Research Quarterly, 52(2), 227–252. DOI: 10.1002/rrq.162
  • Lenksi, S., Larson, M., McElhone, D., Davis, D.S., Lauritzen, C., Villagomez, A., Yeigh, M., Landon-Hays, M., LeJeune, M., & Scales, D. (2016). What teachers want: A statewide survey of reading and ELA teachers’ instructional materials, preferences, and practices. Literacy Research and Instruction, 55(3), 237-261. DOI: 10.1080/19388071.2016.1156202
  • Davis, D.S., McElhone, D., & Tenore, F.B. (2015). A dialogic account of reader-text interactions. English Teaching: Practice & Critique, 14(3), 335-349. DOI: 10.1108/ETPC-04-2015-0026
  • Davis, D.S., Bippert, K., & Villarreal, L. (2015). Instructional tendencies in the teaching of reading comprehension: A portrait of practice in the Measures of Effective Teaching (MET) database. Literacy Research: Theory, Method, and Practice, 64, 285-306. DOI: 10.1177/2381336915617399
  • Bippert, K., Davis, D.S., Hilburn, M.R., Hooper, J.D., Kharod, D., Rodriguez, C., & Stortz, R. (2015). (Re)learning about learning: Using cases from popular media to extend and complicate our understandings of what it means to learn and teach. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 2(2). Retrieved from:
  • Davis, D.S., & Willson, A. (2015). Practices and commitments of test-centric literacy instruction: Lessons from a testing transition. Reading Research Quarterly, 50(3), 357-379. DOI: 10.1002/rrq.103

Research Areas