Teaching, Research, and Service. The focus of my activities is on young children (Birth through Grade 3), including all children--those with diverse abilities (children with disabilities), those living in poverty, and those from multi-lingual and multi-cultural backgrounds. Also serves as Research Fellow, National Institute for Early Education Research, Rutgers University, and panel member on the Teacher Education Committee of the National Academy of Education studying what early childhood and elementary school teachers need to know in order to teach reading effectively.

• Early Literacy Development particularly as it applies to children who are living in poverty, those from multilingual or multicultural contexts, and those with disabilities.

• Burns, M.S. & Stechuk, R.A., (in press). Establishing the Basis for Improved Reading Achievement:Prekindergarten and Kindergarten. In D. Strickland and Michael Kamil (Eds.) Improving Reading Achievement. Christopher-Gordon Publishers, Inc.
• Burns, M.S., Espinosa, L., & Snow, C. (in press). Early literacy and non-English speakers: A look at the United States. Revue des sciences de l'éducation.
• Espinosa, L. & Burns, M.S. (2003). Early literacy for young children and second language learners. In C.L. Howes (Ed.), Teaching and learning in the classroom for four to eight year old children. Baltimore, MD: Paul Brookes Publishing.
• Strickland, D., Snow, C. E., Griffin, P., Burns. M. S., & McNamara, M. (2002). Preparing Our Teachers: Opportunities for Better Reading Instruction. Joseph Henry Press.
• Burns, M. S., Bodrova, E., & Leong, D. (2002). Vygotsky, Lev Semenovich. In J.W. Guthrie (Ed.), Encyclopedia of Education: Second Edition. New York, NY: Macmillan.
• Burns, M. S. (2001). How can I use literacy volunteers effectively in my classroom? In Teaching every child to read: Frequently asked questions.. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement.
• Burns, M. S., & Griffin, P. (2001). Foundation for skilled reading. Instructional Leader, 14, 6-11.
• Bowman, B., Donovan, S., & Burns, M. S., Editors (2001). Eager to Learn: Educating Our Preschoolers. National Research Council, Committee on Prevention of Reading Difficulties in Young Children. Washington, DC: National Academy Press.
• Also, the following book (Burns, M. S., Griffin, P. & Snow, C. E., Editors (1999). Starting Out Right: A Guide to Promoting Children's Reading Success. National Research Council, Committee on Prevention of Reading Difficulties in Young Children. Washington, DC: National Academy Press.) has been translated into Spanish and Chinese.
• Spanish transliteration: Burns, M.S., Griffin, P., y Snow, C.E. (Eds.). (2000). Un buen comienzo: Guía para promover la lectura en la infancia [Starting out right: A guide to promoting children’s reading success]. Mexico: Secretaría de Educación Pública.

Current Advisory Functions

• The National Panel on What early childhood and elementary school teachers need to know in order to teach reading effectively - Established by the National Academy of Education
• The Child Care Action Campaign - Advisory Board
• Professional Development of Literacy Teachers, American Education Research Association, Carnegie Corporation of New York - Member New Brunswick Group
• Learning Technology Center, Vanderbilt University, Early Literacy Professional Development Project - Advisory Board
• ERIC/EECE Reading Pathfinder Work Groups - Advisor

Recent Journal Reviews Appearing in:

• The Journal of Applied Developmental Psychology
• The Educational Psychology Review

• Graduate School of Education
• Helen A. Kellar Institute for Human disAbilities
• Center for Language and Culture
• Special Education Program Office
• Early Childhood Education
• Educational Psychology
• Literacy and Reading
• Special Education

No courses taught this semester.

• Policy Perspectives Affecting Diverse Young Learners (EDSE - 633)
• Seminar in Emerging Issues of Education (EDUC - 895)
• Midpoint Portfolio (EDSE - 791)
• Final Portfolio (EDSE - 792)