Department of Literacy Teaching and Learning

Recent Publications

Wissman, K. K., Staples, J. M., Vasudevan, L., & Nichols, R.E. (2015). Cultivating research pedagogies with adolescents: Created spaces, engaged participation, and embodied inquiry. Anthropology & Education Quarterly, 46(2), 186-197.

Lee, S. & Scanlon, D. M. (2015). The Effects of the Interactive Strategies Approach on At-Risk Kindergartners' Spelling. Reading and Writing: An Interdisciplinary Journal.

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, 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.

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

Puccioni, J. (2014). Parents’ Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories. The Journal of Educational Research, 1-18. doi: 10.1080/00220671.2013.850399.

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.

Puccioni, J. & Michaels, L. (In Press). Mobile phone use and children’s literacy learning. In Z. Yan (Ed.), Encyclopedia of Mobile Phone Behavior (Volumes 1, 2, & 3). Hershey, PA: IGI Global.

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.

Anne McGill-Franzen, PhD. (1988), received UAlbany Alumni Association's Excellence in Education Award on May 2, 2015.  Internationally known children’s literacy advocate and scholar, Anne McGill-Franzen has been committed to supporting the development of children in reading for over 30 years. She has been featured in the most prestigious literacy publications and was a recent guest on “Harvard EdCast.” McGill-Franzen is a professor of education at the University of Tennessee-Knoxville and director of the University’s Reading Center. 



  • TEAC
    The University at Albany's Teacher Education Program is accredited by the Teacher Education Accreditation Council (TEAC) for a period of 10 years, from April 30, 2011 to April 30, 2021.