Publications from the Innovations in Teaching Literacy and English Language Arts Group
Our faculty are engaging in research that aims to transform literacy education and create more equitable opportunities for learners. Below is a selection of recent, peer-reviewed publications that have been authored or co-authored by faculty engaged in research related to literacy and English language arts.
- Getting KnERDI with Language: Examining Teachers’ Knowledge for Enhancing Reading Development in Code-Based and Meaning-Based Domains by Dennis Davis, Jill Grifenhagen and Jackie Relyea
- What Do Upper‑Elementary and Middle School Teachers Know About the Processes of Text Comprehension? by Dennis Davis
- Framing Equitable Classroom Practices: Potentials of Critical Multimodal Literacy co-authored by Angela Wiseman
- Examining depictions of bullying in children’s picturebooks: A content analysis from 1997 to 2017 by Angela Wiseman and Jill Jones
- Intersections of Race and Bullying in Children’s Literature: Transitions, Racism, and Counternarratives co-authored by Angela Wiseman and Jill Jones
- The Importance of the “Comfort Zone” in Preservice Teachers’ Evaluation of Video Analysis Sessions as a Tool for Enhanced Reflection by Michelle M. Falter
- Slowly shifting out of neutral: Using young adult literature to discuss PSTs’ beliefs about racial injustice and police brutality by Michelle M. Falter
- When loss gets personal: Discussing death through literature in the secondary ELA classroom edited by Michelle M. Falter
- Getting KnERDI with Language: Examining Teachers’ Knowledge for Enhancing Reading Development in Code-Based and Meaning-Based Domains co-authored by Dennis Davis, Jill Grifenhagen and Jackie Relyea
- Encountering the Affective in Latino Immigrant Youth Narratives by Crystal Chen Lee and Michelle Falter
- Enacting Thinking: Supporting Teacher Candidates in Modeling Writing Strategies by Chandra L. Alston
- “As We Talk About This More, a Box Opens Up:” Family Literacy Programs for Fathers in Treatment for Substance Use Disorder by Angela Wiseman
- “They Are Doers”: Writing to Advocate With Immigrant Youth in Community-Based Organizations by Crystal Chen Lee and Jackie Relyea
- Reading and Inquiring in an Afterschool Tutoring Program: Working To Re-imagine The Reading Intervention Paradigm by Dennis Davis and Jill Jones
- Is It Time for a Hard Conversation about Cueing Systems and Word Reading in Teacher Education? by Dennis Davis and Jill Jones
- “We Are the Future”: Critical Inquiry and Social Action in the Classroom co-authored by Crystal Chen Lee
- Touch-Talk-Text: Science Practices and Language for Reading Comprehension by Jill Grifenhagen
- Improving Elementary Grade Students’ Science And Social Studies Vocabulary Knowledge Depth, Reading Comprehension, And Argumentative Writing: A Conceptual Replication co-authored by Jackie Relyea
- From Words to Wisdom: Supporting Academic Language Use in PreK-3rd Grade co-authored by Jill Grifenhagen
- Does a discussion by any other name sound the same?: Teaching discussion in three ELA methods courses by Chandra L. Alston
- Using insights from teachers to inform online professional development in early reading instruction co-authored by Jill Grifenhagen and Dennis Davis
- Teaching models of disciplinary argumentation in middle school social studies: A framework for supporting writing development by Chandra L. Alston