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. He currently serves as co-editor of Journal of Literacy Research. He received his PhD in Teaching, Learning, and Diversity from Peabody College at Vanderbilt University. From 2010-2016, he was a faculty member at The University of Texas at San Antonio. Dennis’ research and professional development activities focus on upper elementary and middle grades literacy instruction with an emphasis on reading comprehension, assessment, and supporting readers when they find reading challenging in school.
PhD in Learning,Teaching, and Diversity from Peabody College at Vanderbilt University in 2010
- Davis, D.S., & Vehabovic, N. (in press). The dangers of test preparation: What students learn (and don’t learn) about reading comprehension from test-centric literacy instruction. The Reading Teacher.
- Martinez, M., Harmon, J., Davis, D.S., & Stortz, R. (in press). An investigation of first chapters in high-quality literature for children and adolescents. The Dragon Lode.
- 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. DOI: 10.1177/2381336917718502
- Davis, D.S. (2017). Learning to interrogate and resist the data culture in literacy education. In F. Blake Tenore and J.E. Justice (Eds.) Becoming Critical Educators: Narratives of Disruption, Possibility, and Praxis (pp. 38-50). New York, NY: Routledge.
- Sailors, M., Martinez, M., Davis, D.S., Goatley, V., & Willis, A. (2017). Editorial: Literacy research in uncertain times. Journal of Literacy Research, 49(2), 155-156.
- 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: http://journaldialogue.org/issues/relearning-about-learning-using-cases-from-popular-media-to-extend-and-complicate-our-understandings-of-what-it-means-to-learn-and-teach/
- 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