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Kristin Conradi

Asst Professor

Poe Hall 602N


I am an assistant professor of literacy education in the Teacher Education and Learning Sciences department.  Prior to graduate school (at the University of Virginia), I taught at the elementary level for seven years in Camden, New Jersey and Richmond, Virginia. My research tends to fit into two broad categories and employs both quantitative and qualitative approaches.  Chiefly, I am interested in better understanding and helping students who struggle with reading, particularly beyond the early elementary grades.  In addition, I am interested in several aspects of reading motivation.  My work has been published in Educational Psychology ReviewReading Research QuarterlyJournal of Adolescent & Adult Literacy, Language Arts, and theLRA Yearbook. In conjunction with the courses I teach, I also direct the NC State Reading Clinic.


Doctor of Philosophy in Reading Education from University of Virginia in 2011
Master of Education in Reading Education from University of Virginia in 2007
Bachelor of Arts in Linguistics; Secondary concentration, Elementary Education K-8 from College of William and Mary in 1999

Curriculum Vitae

Selected Scholarly Publications

  • Conradi, K., Amendum, S.J., & Liebreund, M.D.* (accepted). Examining variance in comprehension success for students in a high-poverty setting. Reading & Writing Quarterly.
  • Jang, B.G., Conradi, K., McKenna, M.C., & Jones, J.S.* (accepted). Motivation: Approaching an elusive concept through the factors that shape it. The Reading Teacher.
  • Conradi, K. (2014). Tapping technology’s potential to motivate readers. Phi Delta Kappan, 96, 54-57.
  • Young, C.A., Pendleton, M.*, Conradi, K., & Liebfreund, M. D.* (2014). Texts, technology, and the Common Core: 21st Century book reports. Pennsylvania Reads 13 (1), 42-46.
  • Conradi, K., Jang, B.G., McKenna, M.C.. (2014). Motivational terminology in reading research: A conceptual review. Educational Psychology Review, 26, 127-164.
  • Ruday, S., Conradi, K., Heny, N., & Lovette, G.E. (2013). “You can’t put the genie back into the bottle”: English teachers’ beliefs and attitudes regarding digital literacies in the classroom. In P.J. Dunston, S.K. Fullerton, C.C. Bates, P.M. Stecker, M.W. Cole, A.H. Hall, D. Herro, & K.N. Headley (Eds.), Sixty-second yearbook of the Literacy Research Association (pp. 198-215). Altamonte Springs, FL: Literacy Research Association, Inc.
  • Conradi, K., Jang, B.G., Lawrence, C., Craft, A., & McKenna, M.C. (2013). Measuring adolescents’ attitudes toward reading: A classroom survey. Journal of Adolescent & Adult Literacy, 56, 555-566.
  • McKenna, M.C., Conradi, K., Lawrence, C., Jang, B.G., & Meyer, J. P. (2012). Reading attitudes of middle school students: Results of a U.S. survey. Reading Research Quarterly, 47, 283-306.
  • Smolkin, L. B., Young, C. A., & Conradi, K. (2009). Innovative and integrative books. Language Arts, 86, 225-231. [Book review]
  • McKenna, M. C., Conradi, K., Young, C. A., & Jang, B. G. (2013). Technology and the Common Core Standards. In L. M. Morrow, T. Shanahan, & K. K. Wixson (Eds.), Teaching with the Common Core Standards for English language arts: What educators need to know: Book 1 Grades PreK-2. New York, NY: Guilford Press.
  • Henk, W. A., McKenna, M. C., & Conradi, K. (2011). Developing affective instrumentation for use in literacy research. In N. K. Duke & M. H. Mallette (Eds.), Literacy research methodologies (2nd ed., pp. 242-269). New York, NY: Guilford Press.
  • McKenna, M. C., Labbo, L. D., Conradi, K., & Baxter, J. (2011). Digitally innovative teaching: Effective uses of technology in literacy instruction. In L.B. Gambrell, L. M. Morrow, & S.B. Neuman (Eds.), Best practices in literacy instruction (4th ed., pp. 361-394). New York, NY: Guilford Press.
  • McKenna, M. C., & Conradi, K. (2010). Can behaviorist and constructivist applications coexist in the new literacies? In E. A. Baker (Ed.), The new literacies: Multiple perspectives on research and practice (pp. 41-60). New York, NY: Guilford.
  • McKenna, M. C., Walpole, S., & Conradi, K. (2010). Overview of Early Reading First. In M. C. McKenna, S. Walpole, & K. Conradi (Eds.), Promoting early reading: Research, resources, and best practices. New York, NY: Guilford.
  • Robinson, R. D., McKenna, M. C., & Conradi, K. (Eds.). (2012). Issues and trends in literacy education (5th ed.). Boston, MA: Allyn & Bacon.
  • McKenna, M.C., Walpole, S., & Conradi, K. (Eds.). (2010). Promoting early reading: Research, resources, and best practices. New York, NY: Guilford Press.

Courses Taught

  • ECI 543 Diagnosis of Reading Disabilities
  • ECI 540 Reading in the Elementary School
  • ECI/ELM 537 Teaching Children's Literature
  • ECI 645 Reading Clinic Practicum
  • ECI 545 Theory and Research in Literacy
  • ELM 430 Teaching Language Arts

Research Areas