Publications

Johnston, P., Goatley, V.J. (2014). Research making its way into classroom practice. The Reading Teacher, 68(4), 245-250. doi: 10.1002/trtr.1278

Wissman, K. & Costello, S. (2014). Creating digital comics in response to literature: Linking the arts, aesthetic transactions, and meaning-making. Language Arts, 92(2), 103-117.

Dozier, C.L., Goatley, V.J. (2014, September 11). Struggling readers can succeed. [Review of the book Struggling readers can succeed: Targeted solutions based on complex views of real kids in classrooms and communities, by N. L. Nilsson & S. E. Gandy (Eds.)] Teachers College Record, http://www.tcrecord.org ID Number: 17675.

Affinito, S. (2014). Students who struggle with literacy learning. In K.B Grant, S.E. Golden & N.S. Wilson (Eds.), Literacy assessment and instructional strategies: Connecting to the common core. Los Angeles, CA: SAGE Publications.

Wissman, K. (2014). “Let me gather spring flowers for a wreath”: Writing about historical trauma for young people in A Wreath for Emmett Till. Journal of Children’s Literature, 40(1), 5-13.

Dickinson, D.K, Hofer, K.G., Barnes, E. M., & Grifenhagen, J.B. (2014). Factors affecting teachers’ support for academic language in Head Start classrooms. Early Childhood Research Quarterly, 29(3), 231-244.

Dozier, C. (2014). Literacy coaching for transformative pedagogies: Navigating intellectual unrest. A response to Emily N. Skinner, Margaret C. Hagood, and Mary C. Provost’s creating a New Literacies coaching ethos. Special themed issue on Literacy Coaching. Reading and Writing Quarterly, 30(3), 233-236.

Gelzheiser, L.M., Hallgren-Flynn, L., Connors, M. & Scanlon, D. (2014). Reading thematically related texts to develop knowledge and comprehension. The Reading Teacher, 68(1), 53-63.

Malavasic, J. (2014). Building teacher knowledge for literacy assessment, evaluation, and measurement. In K.B Grant, S.E. Golden & N.S. Wilson (Eds.), Literacy assessment and instructional strategies: Connecting to the common core. Los Angeles, CA: SAGE Publications.

Brock, C., Goatley, V., Raphael, T., Trost-Shahata, E., Weber, K. (2014). Engaging students in disciplinary Literacy, K-6: Reading, writing and talk as tools for the classroom. NY: Teachers College Press.

Goatley, V.J., Johnston, P. (2013). Innovation, research, and policy: Evolutions in classroom teaching. Language Arts, 91 (2), 94-104.

Dozier, C., & Deeney, T. (2013). Keeping learners at the center of our teaching. Advanced Literacy Practices: From the Clinic to the Classroom. Volume II Editors: Evan T. Ortlieb, Earl H. Cheek, Jr. Emerald Books.

Dozier, C. & Smit, J. (2013). Building writing communities and partnering with families: Multiple perspectives from a writing practicum. Advanced Literacy Practices: From the Clinic to the Classroom. Volume II Editors: Evan T. Ortlieb, Earl H. Cheek, Jr. Emerald Books.

Ivey, G., & Johnston, P. H. (2013). Engagement with young adult literature: Outcomes and processes. Reading Research Quarterly, 48(3), 255-275.

Goatley, V. J. (2013). Critical voices: Complexities in literacy leadership. In C. Lassonde (Ed.), The literacy leaders’ handbook: Best practices for developing professional learning communities. New York, NY: Pearson.

Goatley, V.J., Hinchman, K.A. (2013). Using research to make sensible literacy decisions within current educational initiatives. Language and Literacy Spectrum, 23, 57-68.

Scanlon, D.M., Anderson, K.L., & Vellutino, F.R. (2013). The Interactive Strategies Approach to early literacy intervention. In D. Barone and M. Mallette (Eds.), Best Practices in Early Literacy (pp.283-304). New York: Guilford Press.

Pearson, P.D., Goatley, V.J., (July 2, 2013). Literacy Research Panel Response to the NCTQ Teacher Education Report. Reading Today Online, a publication of the International Reading Association. www.reading.org/lrp-nctq.

Sheehy, M. (2013). What does human geography have to do with classroom? In K Hall, T. Cremin, B. Comber, and L. C. Moll (eds), International Handbook of Research on Children's Literacy, Learning, and Culture. Malden, MA: Wiley-Blackwell, pp. 400-411.

Goatley, V. (2013). Does the edTPA have research behind it? In the “Ask a Researcher” component of the Literacy Research Panel Reading Online website. http://www.reading.org/General/Publications/blog/LRP/post/literacy-researchpanel/ 2013/04/12/does-the-edtpa-have-research-behind-it.

Goatley, V.J. (2012). Slicing and dicing the ELA Common Core Standards. Principal, 92 (1), 16-21.

Dickinson, D.K., Barnes, E.M., Mock, J. (2012). The contributions of curriculum to shifting teachers' practices. In A.M. Pinkham, T. Kaefer & S.B. Neuman (Eds.), Knowledge development in early childhood: How young children build knowledge and why it matters. New York: Guilford Press.

Hinchman, K., Goatley, V.J. (2012). Leading literacy programs that foster excellence in all students. In G. Theoharis & J. Brooks (Eds.), What every principal needs to know to create equitable and excellent schools (pp.13-30). NY: Teachers College Press.

Wissman, K., Costello, S., Hamilton, D. (2012). "You're like yourself": Multimodal literacies in a reading support class. Changing English: Studies in Culture and Education, 19 (3), 325-338.

Johnston, P.H. (2012). Guiding the budding writer: How to help students see themselves as authors. Educational Leadership, 70 (1), 64-67.

Deeney, T., Dozier, C., Smit, J., Davis, S., Laster, B., et. al. Clinic Experiences that Promote Transfer to School Contexts: What Matters in Clinical Teacher Preparation. (2012). 60th Annual Yearbook of the Literacy Research Association, pp.111-127. Oak Creek, WI: Literacy Research Association.

Dozier, C., Garnett, S., & Tabatabai, S. (2011). Responsive teaching through conversation. The Reading Teacher, 64 (8), 636-638.

Wissman, K. (2011). “Rise up!”: Literacies, lived experiences, and social identities in an in- school “Other space.” Research in the Teaching of English, 45(4), 405-438.

Gelzheiser, L.M., Scanlon, D.M., Vellutino, F.R., Hallgren-Flynn, L. & Schatschneider, C. (2011). Effects of the Interactive Strategies Approach-Extended: A responsive and comprehensive intervention for intermediate grade struggling readers. Elementary School Journal, 112 (2), 280-306.

Dickinson, D.K, Freiberg, J.B., & Barnes, E.M. (2011). Why are so few interventions really effective? A call for fine grained research methodology. In S.B. Neuman & D.K. Dickinson (Eds.), Handbook of early literacy research: Vol. III. New York: Guilford Press.

Scanlon, D.M. (2011). Response to intervention as an assessment: The role of assessment and instruction. In A. McGill-Franzen and R.L. Allington (Eds.), The Handbook of Reading Disabilities Research (pp.139-148).  New York: Routledge.

Wissman, K. & Wiseman, A. (2011). “That’s my worst nightmare”: Poetry and trauma in the middle school classroom. Pedagogies: An International Journal, 6(3), 234-249.

Vasudevan, L. & Wissman, K. (2011). Out-of-school literacy contexts. In D. Lapp & D. Fisher (Eds.), Handbook of research on teaching the English Language Arts (3rd ed.) (pp. 97-103). New York, NY: Routledge.