George Mason University GMU.edu
The Elizabeth G. Sturtevant, PhD, Center for Literacy (SCL)

Research

  1. CEHD
  2. Centers, Institutes & Labs
  3. Elizabeth G. Sturtevant, PhD, Center for Literacy
  4. Research
College of Education and Human Development - George Mason University

Faculty affiliated with the Center contribute to Literacy(ies) community discourse and knowledge base regarding theories and practices related to literacy(ies), culture, and reading through publications and presentations.

Recent Awards

2020: Recipient of the International Literacy Association Erwin Zolt Digital Literacy Game Changer Award

Recent Externally Funded Projects

2022: LEAP, Literacy Engagement Action Program

Recent Books

Parsons, S. A., & Vaughn, M. (Eds.). (2021). Principles of effective literacy instruction, K-5. Guilford. https://cutt.ly/hklof9b

Scales, R. Q., Wolsey, T. D., & Parsons. S. A. (2020). Becoming a metacognitive teacher: A guide for early and preservice teachers. Teachers College Press. https://www.tcpress.com/becoming-a-metacognitive-teacher-9780807764060

Recent Articles

Ankrum, J. W., Morewood, A., Parsons, S. A., Vaughn, M. A., Parsons, A. W., Hawkins, P. (2020). Documenting adaptive literacy instruction: The adaptive teaching observation protocol. Reading Psychology, 41, 71-86. https://doi.org/10.1080/02702711.2020.1726845

Ankrum, J., Morewood, A., Parsons, S. A., Vaughn, M., & Parsons, A. W. (2020). Development and implementation of the Adaptive Teaching Observation Protocol (ATOP). Reading Psychology, 41(2), 71-86. https://doi.org/10.1080/02702711.2020.1726845

Coogle, C. G., Parsons, A. W., Ott, J. R., & LaCroix, L. (2020). A comparison of dialogic reading, modeling, and dialogic reading plus modeling. Infants and Young Children, 33(2), pp. 119-131. doi: 10.1097/IYC.0000000000000162

Ives, S. T., Parsons, S. A.,Parsons, A. W., Robertson, D. A., Young, C., Polk, L., & Daoud, N. (2020). Students’ reading motivation and genre preferences: Validating two scales. Reading Psychology. https://doi.org/10.1080/02702711.2020.1783143

Parsons, A. W. (2018). Becoming a literacy specialist: Developing identities. Literacy Research and Instruction, 57, 387-407. doi: 10.1080/19388071.2018.1493554

Parsons, A. W. & Irish, C (2021). Print and text-rich classrooms. In S.A. Parsons & M. Vaughn (Eds). Principles of effective literacy instruction, K-5. Guilford.

Parsons, A. W., & Hathaway, J. I. (2019). Video as a tool for guided reflection in literacy specialist preparation. In R. Karchmer-Klein & K. E. Pytash (Eds.), Effective Practices in Online Teacher Preparation for Literacy Educators (pp. 85-106). IGI Global. https://doi.org/10.4018/978-1-7998-0206-8.ch005

Parsons, A. W., Parsons, S. A., Dodman, S. L., Nuland, L. R., Pierczynski, M., & Ramirez, E. (2019). A literacy professional development initiative in an urban elementary school: Year 2 of a longitudinal design-based study. The Journal of Educational Research, 112(4), 447-462. https://doi.org/10.1080/00220671.2018.1552915

Parsons, A. W., Parsons, S. A., Dodman, S. L., Ramirez, E.* Nuland, L. R*., Pierczynski, M.*, & Caufman, R.* (2019). A literacy professional development initiative in an urban elementary school: Year 2 of a longitudinal design-based study. Journal of Educational Research, 112, 447-462. https://doi.org/10.1080/00220671.2018.1552915

Parsons, A. W., Parsons, S. A., Malloy, J. A., Marinak, B. A., Reutzel, D. R., Applegate, M. D., Applegate, A. J., Fawson, P. C., Gambrell, L. B. (2018). Upper elementary students’ motivation to read fiction and nonfiction. Elementary School Journal, 118, 505-523. doi:10.1086/696022

Parsons, S. A. (2020). Foreword. In N. L. Duke, & M. Mallette (Eds.), Literacy research methodologies (3rd ed.). Guilford. (invited)

Parsons, S. A., Gallagher, M. A., Leggett, A. B., Ives, S. T., & Lague, M. (2020). An analysis of 15 journals’ literacy content, 2007-2016. Journal of Literacy Research, 52(3), 341-367. https://doi.org/10.1177/1086296X20939551

Parsons, S. A., Malloy, J. A., Parsons, A.W., Burton, E. P., & Burrowbridge, S. C. (2018). Sixth-grade students’ engagement in academic tasks. Journal of Educational Research, 111, 232-245. doi:10.1080.00220671.2016.1246408

Parsons, S. A., Vaughn, M., Scales, R. Q., Davis, S. G., Gallagher, M*., Parsons, A. W. Pierczynski, M.*, & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2),205-242. doi: 10.3102/0034654317743198

Parsons, S., Hutchison, A., Hall, L., Ward Parsons, A., Ives, S., & Leggett, A. (2019). U.S. Teachers’ Perceptions of Online Professional Development. Teaching and Teacher Education, 82, 33-42. Doi: https://doi.org/10.1016/j.tate.2019.03.006

Paulick, J. H., Myers, J., Quinn, A., Couch, L., Dunkerly-Bean, J., Robbins, H. H., Sigler, H., & Parsons, A. W. (2019). A window into practice: Examining elementary writing methods instruction. Teaching/Writing: The Journal of Writing Teacher Education, 6, 57-75.

Pilonieta, P., Hathaway, J. I., & Casto, A. (2020). Kindergartners’ strategic talk during partner reading. Reading & Writing Quarterly, 36(5), 397-417. https://doi.org/10.1080/10573569.2019.1650679

Pilonieta, P., Hathaway, J. I., Medina, A. L., & Casto, A. (2019). The impact of explicit comprehension strategy instruction on first- and second-grade at-risk students. Journal of Education, 199(3), 128-141. https://doi.org/10.1177/0022057419854346

Scales, R. Q., Wolsey, T. D., & Parsons. S. A. (2020). Becoming a metacognitive teacher: A guide for early and preservice teachers. Teachers College Press. The Reading Teacher. doi:10.1002/trtr.1720

Vaughn, M., Parsons, S. A., & Massey, D. D. (2020). Aligning the science of reading with adaptive teaching. Reading Research Quarterly, 55(s1), s299-s306. https://doi.org//10.1002/rrq.351