Julie E. Learned


Assistant Professor
PHONE: (518) 442-5014

FAX: (518) 442-5008

EMAIL: jlearned@albany.edu



Julie E. Learned is an assistant professor in the Department of Educational Theory and Practice at the University at Albany. Her research interests revolve around youth and adolescent literacy. She currently examines the roles of social, institutional, and instructional contexts in young people's literacy learning. By exploring how secondary schools position youth as readers and writers (and how young people experience, resist, and help construct those contexts) she investigates issues of equity and access in literacy education. Learned has expertise in adolescent literacy, disciplinary literacy, English education, and qualitative research methods. Her scholarship and teaching are informed by her experiences as a public high school teacher in a culturally and linguistically diverse community.


Ph.D. University of Michigan (Educational Studies; Literacy, Language, and Culture) 2014

M.Ed. University of Washington (Special Education) 2008

M.Ed. Harvard University (Learning and Teaching) 1999

B.A. The Ohio State University (major in English and minor in Sociology) 1997


Learned, J. E. (in press). Classroom contexts and the construction of struggling high school readers. Teachers College Record.

Learned, J. E. (in press). Doing history: A study of disciplinary literacy and readers labeled as struggling. Journal of Literacy Research.

Learned, J. E., Morgan, M., & Lui, A. M. (in press). "Everyone's voices are to be heard": A comparison of struggling and proficient readers' perspectives in one urban high school. Education and Urban Society.

Learned, J. E. (2016). "The behavior kids": Examining the conflation of youth reading difficulty and behavior problem positioning among school institutional contexts. American Educational Research Journal, 53(5), 1271-1309.

Learned, J. E. (2016). ILA Outstanding Dissertation Award for 2016: "Feeling like I'm slow because I'm in this class": Secondary school contexts and the identification and construction of struggling readers. Reading Research Quarterly, 51(4), 367-371.

Learned, J. E. (2016). Becoming "eligible to matter": How teachers' interpretations of struggling readers' stress can disrupt deficit positioning. Journal of Adolescent and Adult Literacy, 59(6), 665-674.

Learned, J. E. & Moje, E. B. (2015). School contexts and the production of individual differences. In P. Afflerbach (Ed.), Handbook of individual differences in reading: Reader, text, and context (pp. 177-195). New York, NY: Routledge.

Carlisle, J. F., Dwyer, J., Learned, J. E. (2013). Discussion as a means of learning to reason, read, and write analytically. In B. Miller, P. McCardle, and R. Long (Eds.), Teaching reading & writing: Improving instruction & student achievement (pp. 83-92). Baltimore, MD: Paul H. Brooks Publishing Co.

Stone, C. A., & Learned, J. E. (2013). Atypical language and literacy development: An integrative perspective. In C. A. Stone, E. R. Silliman, B. J. Ehren, and G. P. Wallach (Eds.), Handbook of language and literacy: Development and disorders (2nd ed.) (pp. 5-25). New York, NY: The Guilford Press.

Learned, J. E., Stockdill, D., & Moje, E. B. (2011). Integrating reading strategies and knowledge building in adolescent literacy instruction. In S. J. Samuels and A. E. Farstrup (Eds.), What research has to say about reading instruction (4th ed.) (pp. 159-185). Newark, DE: International Reading Association.

Learned, J. E., Dowd, M. V., & Jenkins, J. R. (2009). Instructional conferencing: Helping students succeed on independent assignments in inclusive settings. Teaching Exceptional Children, 41(5), 46-51.

Massey, D. M., Brown, C., Graeber, B., Johnson, R., Learned, J. E. (2009). Teaching the teachers: How adolescents learners explain their literacy practices. Journal of School Connections, 2(1), 47-74.