Department of Literacy Teaching and Learning

Recent Publications

Bean, R.M., Kern, D., Goatley, V.J., Ortlieb, E., Shettel, J., Calo, K., Marinak, B., Sturtevant, E., Elish-Piper, L., L’Allier, S., Cox, M.A., Frost, S., Mason, P., Quatroche, D., & Cassidy, J. (2015). Specialized literacy professionals as literacy leaders: Results of a national survey. Literacy Research and Instruction, 54(2), 83-114.

Barnes, E.M. (2015).  Academic language in early childhood classrooms.  American Speech and Hearing Association’s Perspectives on Language Learning and Education, 22(3), 85-92.

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.

Deeney, T., & Dozier, C.L. (2015). Constructing successful video reflection experiences in practicum settings. In E. Ortlieb & E. Cheek (Eds.), Literacy Research, practice and evaluation (vol. 5). Video reflection in literacy teacher education and development: Lessons from research and practice (pp. 41-57). Bingley, West Yorskhire, UK: Emerald Publishers.

Lee, S. & Scanlon, D. M. (2015). The Effects of the Interactive Strategies Approach on At-Risk Kindergartners' Spelling. Reading and Writing: An Interdisciplinary Journal, 28(3), 313-346.

Puccioni, J. (2015). Parents’ Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories. The Journal of Educational Research, 108(2), 130-147.

Puccioni, J. & Michaels, L. (2015). Mobile phone use and children’s literacy learning. In Z. Yan (Ed.), Encyclopedia of Mobile Phone Behavior (pp. 519-527).). Hershey, PA: IGI Global.

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, 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.

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. 



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    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.